^ 



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Compliments of 

THE CGfciViITTEE OK EDUCATION AND SPECIAL TRAINING, 
Washington, D. C. 



y War Department 

Committee on Education and Special Training 

Section of Training and Instruction Branch 
War Plans Division, General Staff 



COLLEGIATE SECTION 



CONTENTS 

OOUND herewith are copies of all Special Descriptive 
Circulars and Special Bulletins (C.b. series)* pub- 
lished by the Collegiate Section of the Committee on Edu- 
cation and Special Training for the guidance of instructors 
and other officers in the work of the Students Army Train- 
ing Corps. These are preceded by certain general circu- 
lars which outline the general regulations of the Commit- 
tee and followed by certain circulars issued by the Director 
of War Issues course. t 




C.b. 25, 



*Nos. c.b. 17 tO/^C.b. 34, C.b. 3 7 to C.b. 39 were never provided. 
fMany other publications were issued by the Director of War Issues 
Course. 



> 






0. o:, . ^ 
.Hil. 25 1919 






LIST OF CIRCULARS AND BULLETINS 

An 1 General Regulations. 

C.a. 4 General Circular: Curricula. 



C.b. 
C.b. 
C.b. 
C.b. 
C.b. 
C.b. 
C.b. 
C.b. 
C.b. 
C.b. 
C.b. 
C.b. 
C.b. 
C.b. 
C.b. 



2 

3 

4 

5 

6 

7 

8 

9 

10 

11 

12 

13 

14 

15 

16 



C.b. 1 Special Descriptive Circular: Surveying, Topography and Map 

Making. 
" Mathematics. 

" French. 

" Economics. 

" Accounting. 

English. 
" Chemistry. 

" Government. 

" International Law. 

" German. 

" Physics. 

History. 
" Geology and Geography. 

" Psychology. 

" Hygiene and Sanitation. 

" Meteorology. 

Special Bulletin on Programs in Engineering. 

Program in Architectural Engineering. 

Information for Law Schools. 

Chemistry and Chemical Engineering. 

Ceramic Chemistry and Ceramic Chemical En- 
gineering. 

Information for Architectural Schools. 

Information for Agricultural Schools. 

Information for Medical Schools and for Pre- 
medical Students. 

Program in Pharmacy. 

Program in Veterinary Medicine. 

Information and Program for Dental Schools. 

Program in Dentistry. 

Biology. 

Program for Naval Sections. 

Course on the Issues of the War. 

War Issues Course : Suggestions for the Organization of the Course. 
" Bibliography Number One. 
" " " Questions on the Issues of the War. 
" " " Description of Maps for the Course. 
" " " Facilities for future courses on Problems of 
the War, the Peace Conference and Recon- 
struction. 



C.b. 26 

C.b. 26a 

C.b. 27 

C.b. 28 

C.b. 28a 

C.b. 29 

C.b. 30 

C.b. 31 

C.b. 32 

C.b. 33 

C.b. 35 

C.b. 35a 

C.b. 36 

C.b. 40 



Ce. 
Ce. 
Ce. 
Ce. 
Ce. 22 
Ce. 24 



12 
13 
17 
21 



Digitized by the Internet Archive 
in 2011 with funding from 
The Library of Congress 



http://www.archive.org/details/specialdescriptiOOunit 



(Advance Copy) 

WAR DEPARTMENT 



Aa— 1. 



Introductory 
Statement 



Authorization for 
Establishment 



Title 



COMMITTEE ON EDUCATION AND SPECIAL TRAINING 

STUDENTS ARMY TRAINING CORPS 

Special Regulations 

The following regulations and instructions governing the establishment, 
administration and maintenance of Students Army Training Corps units at 
educational institutions, and the issue of Government property thereto in 
accordance with existing laws are published for the information and guidance 
of all concerned. 

I. 

GENERAL PRINCIPLES 

1. The Students Army Training Corps is raised under authority of the 
Act of Congress, approved May 18, 1917, commonly known as the Selective 
Service Act, authorizing the President to increase temporarily the military 
establishment of the L^nited States, as amended by the Act of August 31. 
1918, and under General Order No. 79 of the War Department, dated August 
24, 191^, as follows: 

Y'Under the authority conferred by sections 1, 2, 8 and 9 of the Act 
of Congress 'authorizing the President to increase temporarily the 
military establishment of the United States,' approved May 18. 
1917, the President directs that for the period of the existing emer- 
gency there shall be raised and maintained by VOLUNTARY 
INDUCTION AND DRAFT a Students Army Training Corps. 
Units of this Corps will be authorized by the Secretary of War at 
EDUCATIONAL INSTITUTIONS that meet the requirements 
laid down in Special Regulations/^ 

2. These regulations will be known as Students Army Training Corps 
Regulations. (S. A. T. C. R.) 



Object 



IL 

OBJECT 

3. The object of establishing units of the Students Army Training Corps 
is to utilize effectively the plant, equipment and organization of the colleges 
for selecting and training officer-candidates and technical experts for service 
in the existing emergency. 



Establishment 
of Units 



in. 

CONSTITUTION 

4. The Students Army Training Corps consists of units established by the 
President in qualified educational institutions which fulfill the requirements 
laid down in these regulations. 



Sections 
of Units 



Requirements for 
the estabiishment 
of a Collegiate 
Section (to be 
known as Sec- 
tion A.) 



5. The members of the Students Army Training Corps at an educational 
institution will form a single unit for purposes of military organization, but 
for purposes of instruction such unit may consist of one or more sections 
according to the type of educational training given. 

6. The sections of a unit of the Students Army Training Corps and the 
educational requirements for the establishment of the same are as follows : 
(1) The establishment of a Collegiate Section (to be known as Section A), 

may be authorized at any civil educational institution which 
(a) Requires for admission to its regular curricula graduation from a 

standard, four-year, secondary school or an equivalent, and 
(])) Ordinarily provides a general or professional curriculum covering at 

least two years of not less than 32 weeks each, and 
(c) Has a student attendance sufficient to maintain a Collegiate Section 

of a Students Army Training Corps unit with a strength of at 

least one hundred men. 
So far as practicable an effort will be made to establish Collegiate 
Sections at institutions which have a smaller student attendance than 
that prescribed in the preceding paragraph. Applications from such 
institutions will be considered and granted so far as officers and equip- 
ment permit, and so far as arrangements for the establishment of joint 
units may be found practicable. 

Provided the conditions of paragraph 6 are met, educational institu- 
tions qualified to maintain Collegiate Sections of Student Army Train- 
ing Corps will include : 



h. Veterinary medicine. 
i. Education. 
Law. 



J 

k. Medicine. 
1. Dentistry. 

2. Graduate Schools. 

3. Norrnal Schools.* 

4. Junior Colleges. 

5. Technical Institutes. 



1. Colleges and schools of: 

a. Arts and sciences. 

b. Technology. 

c. Engineering. 

d. Mines. 

e. Agriculture and Forestry. 
f. Business Administration, 

Industry and Commerce, 
g. Pharmacy. 

Requirements for (2) The establishment of a Vocational Section (to be known as Section B) 
may be authorized at any institution having an adequate shop or 
laboratory equipment and a staff of instructors capable of giving ap- 
proved vocational training of military value. 

7. Students enrolled in preparatory departments of higher civil edu- 
cational institutions may not be counted by college authorities in reckoning 
the one hundred able-bodied male students required for the establishment 
of a unit containing a Collegiate Section only. 

8. A unit will not be established unless the conditions laid down in para- 
graph 6 of these regulations are fulfilled and unless the institution is, in the 
opinion of the Secretary of War, capable of efficiently carrying out the work 
jirescribed. 



the Establishment 
of a Vocational 
Section (to be 
known as Sec- 
tion B.) 

Students in 

Preparatory 

Departments 



Approval of 
UniU 



•Normal schools which give at least two years of college work, following four years of high 
school preparation or its equivalent, may be included. 



9. The Secretary of War may (liscoiitinue any unit should he consider 
that the proper standards arc not being maintained and that the unit is not 
fulfilhng the objects for which the corps is estabhshed. 



Admission to 
Collegiate 
Sections 
(Section A) 



Admission to 
Vocational 
Sections 
(Section B) 

Status of 
Members of 
the S. A. T. C. 



Members of 

Collegiate 

Sections 



Active Duty 
Status 



Assignment of 
Members of the 
S. A. T. C. 



IV. 

CONDITIONS AND ROUTINI' OF ADMISSION TO A STUDENTS 
ARMY TRAINING CORPS UNIT 
10. Ehgibihty to the Students Army Training Corps is hmited to regis- 
trants under the Selective Service Regulations who are physically t^t to per- 
form full or hmited military duty and who have had at least grammar school 
education, or its equivalent. 

(a) A Collegiate Section (Section A) of a Students Army Training Corps 

unit will include those who have graduated from a standard, four-year, 
secondary school, or have equivalent educational (lualiiication. 
Subject to the approval of the Committee on Education and Special Train- 
ing an institution may prescribe any reasonable addition to the requirement 
for admission set forth m sub-section (a) above. The requirement of 
graduation from a standard four-year secondary school or an equivalent, 
as a condition for admission, will be relaxed only in cases where in the judg- 
ment of the Committee on Education and Special Training, the enforcement 
of this requirement would admit numbers insufficient to meet the needs of 
the service. 

(b) A Vocational Section (Section B) of a Students Army Training Corps 

will include those wh(j have had grammar school education or its 

equivalent. 
11 Upon admission to the Students Army Training Corps a registrant 
becomes a soldier in the Army of the United States. As such he is subject 
to military law and to military discipline at all times. 

12. The Collegiate Sections of Students Army Training Corps units will 
be i^ecruited in the first instance by the voluntary induction of registrants 
under the Selective Service Regulations. 

13. Members of the Students Army Training Corps will be placed upon 
active duty status immediately upon their induction. The Committee on 
Education and Special Training will enter into contracts with educational 
institutions for the quartering, subsistence and instruction of members of the 
Students Army Training Corps units established at such institutions. 

14 From time to time, in accordance with the needs of the service and 
the qualifications of the individual, it will be the policy of the Government to 
assign members of the Students Army Training Corps to: 

(a) An officers' training camp, or 

(b) A non-commissioned officers' training school, or 

(c) A depot brigade, or . 

d) To continue in certain ca?es (in either a collegiate or a vocational sec- 
tion) such technical or special training as the needs of the service 

may require. . . 

Assignments will ordinarily be made to officers' training camps or to non- 



Preferences of 
Voluntarily 
Inducted Men to 
be Considered 



Students Not 
Eligible for 
Membership in 
the S. A. T. C. 
May be Given 
Military 
Instruction 



Central 
Administration 



Administration 
Within the 
Institution 



Relation of 
Officers to the 
Authorities of 
the Institution 



Authority In 
Matters of 
Discipline 



Method of 
Voluntary 
Induction 



Organizatio'^ 
of Unit* 



commissioned officers' training schools in the case of men who are qualified 
to become officers or non-commissioned officers ; to continue at an educational 
institution in the case of qualified men who are engaged in such studies as 
medicine, engineering, chemistry, etc., or who give promise of qualifying 
for admission to officers' training camps or non-commissioned officers' train- 
ing schools; and to a depot brigade in the case of those who do not give 
sufficient promise of qualifying for commissions after further training. 

15. The preference of registrants who are voluntarily inducted into the 
Students Army Training Corps as to the branch of the service that they ulti- 
mately enter (e. g., engineers, artillery, infantry, chemical warfare service, 
etc.) will be given consideration except where military needs require a dif- 
ferent course. 

16. Students in educational institutions at which a unit of the Students 
Army Training Corps has been established, may, if not eligible for member- 
ship in the corps, be given such military instruction as may be found prac- 
ticable. 

V. 

ADMINISTRATION 

17. The Students Army Training Corps is administered by the War 
Department through the Committee on Education and Special Training of 
the Training and Instruction Branch, War Plans Division, General Staff, 
assisted by an advisory educational board, together with educational direc- 
tors, district educational directors and special advisors. 

18. The War Department will provide an officer of the Army, active or 
retired, to serve as Commanding Officer in each institution at which a unit 
of the Stu dents Army Training Corps is established, and, so far as prac- 
ticable, additional officers will be provided in proportion to the strength of 
the unit. 

19. The Commanding Officer and the other officers assigned to duty with 
units of the Students Army Training Corps will, in their relation to the insti- 
tution, observe the general usages therein established affecting the duties 
and obligations of members of the Faculty and other academic instructors. 
Officers will not, without permission of the Secretary of War, undertake 
any instructional or administrative duties in the institution other than those 
connected vv'ith the work of the Students Army Training Corps. 

20. The Commanding Officer at an institution will instruct officers and 
non-commissioned officers in their relation to the institution and its officials. 

21. It is the duty of the Commanding Officer, and of other officers as- 
signed to duty with units of the Students Army Training Corps to enforce 
military discipline. Nothing in these regulations is intended to confer on 
the Commanding Officer authority over purely educational matters. 

22. The method of voluntary induction into the Students Army Training 
Corps is prescribed in the Selective Service Regulations and instructions is- 
suing from the office of the Provost Marshal General. 

23. The Students Army Training Corps is a corps of the U. S. Army. 
Members of it will be trained for the line and for the different staff corps. 



Their educational programs will be shaped to prepare various groups for 
particular duties in accordance with the needs of the service. The Students 
Army Training Corps will be organized as infantry under the Tables of 
Organization and the fundamental infantry training common to all branches 



of the service will be given. 



Military- 
Instruction 



VII. 

SCOPE OF TRAINING 

24. For Section A the instruction will be partly military and partly in 
allied subjects that have value as a means of training officers and experts 
to meet the needs of the service. 

The average number of hours to be devoted each week to those subjects 
will be as follows: 
(1) Military subjects, including practical instruction (drill( etc.), theoretical 

military instruction, and physical training. — Eleven hours. 
Instruction (2) Allied subjccts, including lectures, recitations, laboratory instruction and 

the necessary preparation therefor — forty-two hours. (Each hour 

of lecture or recitation will ordinarily require two hours of supervised 

study. ) 
The hours above set forth have reference to the normal course. Ir the 
case of students who have pursued for at least one year at an approved 
institution such studies as form part of the program of preparation for the 
Chemical Warfare Service, the Medical Corps, the Engineer Corps, the Ord- 
nance Corps or other technical branches of the service, the Committee on 
Education and Special Training may authorize a reduction in the hours of 
military instruction (including practical military instruction, theoretical mili- 
tary instruction and physical training) to not less than six hours per week, 
provided that the reduction is made good by the substitution of a correspond- 
ing number of additional hours of instruction in approved technical subjects. 
Provision will be made for approving general programs as well as technical 
and special programs, in medicine, engineering, chemistry and other technical 
courses. 

25. The Committee on Education and Special Training will furnish from 
time to time suggestions regarding the treatment of allied subjects that are 
chosen as parts of the curriculum. District Educational Directors (Section 
A) are authorized to approve courses which they deem to be suitable, subject 
to the ratification of the Educational Director (Section A). 

26. The allied subjects will ordinarily be selected from the following 
list: English, French, German, Mathematics, Physics, Chemistry, Biology, 
Psychology, Geology, Geography, Topography and Map Making, Meteor- 
ology, Astronomy, Hygiene, Sanitation, Descriptive Geometry, Mechanical 
and Freehand Drawing, Surveying, Economics, Accounting, History, Inter- 
national Law, Military Law, and Government. ^X^t. - f^o.-^ 

Permission may be granted for the recognition, as an allied subject, of 
not more than one subject outside the above list provided that it occupies not 
more than three hours per week in lectures and recitations with correspond- 
ing time for study. 



Approval of 
Courses in 
Allied Subjects 



List of 

Allied Subjects 



The War Issues 
Course 



In the case of technical and professional schools provision will be made 
for approving general programs of study containing subjects other than 
those included in the above list of allied subjects. 

The program of study in allied subjects must include a course on the 
underlying issues of the war. This may be planned as a special War Issues 
course with a minimum for Section A of three classroom hours per week, 
with corresponding time for study, covering three terms, or the requirement 
may be met by a course or courses in history, government, economics, phi- 
losophy or modern literature where these courses are so planned as, in the 
opinion of the Educational Director (Section A), to accomplish substan- 
tially the same purpose. 

The District Educational Director (Section A) may empower colleges to 
excuse from this course : 

( 1 ) Members of the S. A. T. C. who have had a similar course even though 

not identical in every detail, or 

(2) Members of the S. A. T. C. who have already had at least two years 

of work of collegiate grade in an approved institution and who should 
be required to concentrate the whole of their time on advanced studies. 

While the study of any of the subjects set forth above should be useful as 
a part of the training of future officers, the content of the course and the 
methods of instruction will in each case determine the acceptance of the 
subject as well as the amount of credit to be assigned to it as an allied mili- 
tary subject. This credit may vary according to the branch of the service for 
which the student is preparing, e. g., Field Artillery, Medical Corps, or Engi- 
neering Corps. 

27. For Section B the average num1)er of hours to be devoted each week 
to military and vocational training will be as follows : 

(1) Military subjects, including practical instruction (drill, etc.), and 

physical training — fifteen and one-half hours. 

(2) Vocational subjects, — thirty-three hours. 

(3) War Issues Course (see fourth paragraph. Section 26 above), — one hour. 



Military 
Inspectors 



Uniforms 



Arms and 
Elquipment 

Use of Govern- 
ment Property 



VIII. 

MILITARY INSPECTION 

28. A body of Military Inspectors will cover units of the Students Army 
Training Corps and report directly to the Committee on Education and 
Special Training. 

IX. 



29. 



UNIFORMS AND EQUIPMENT 
(a) The uniform of a member of the Students Army Training Corps 



and his allowance of clothing will be that of a private soldier and will be 
furnished complete as far as practicable. 

(b) The number and kinds of arms and equipment to be issued will, so 
far as practicable, conform to those prescribed for the Army. 

30. No article of Government uniform or equipment, issued under the 
provisions of the foregoing sections, shall be used except to uniform mem- 



Issue of Govern- 
ment Property 



Requisitions 



Shipments 



Storage and 
Cleaning 



hers of the unit of the Students Army Training Corps at the institution to 
which said uniform and equipment were issued. 

31. All Government property will be issued and invoiced to the Supply 
Officer who will be accountable to the Government for same. Requisitions 
and returns for Government property must l)e prepared in accordance with 
the regulations governing the respective supply departments concerned. 

Z2. Requisitions for Government property will be sent by the Command- 
ing Officer to the Committee on Education and Special Training, who, after 
approving, will forward them to the proper source of supply. 

2)2). Authorized shipment of Government property from depots, arsenals, 
or armories to institutions, and authorized return shipments of such property 
from institutions to depots, arsenals or armories, will be made on regular 
form of Government Bill of Lading, at the expense of the United States. 

34. Adequate facilities must be provided by the institution for the proper 
storage, care and safekeeping of Government property issued to it. All Gov- 
ernment property must be kept in serviceable condition. A proper allowance 
of cleaning material and spare parts will be issvied so far as practicable by 
the Government for this purpose. Detailed instruction as to the care, use, 
preservation and accountability of Government property are found in the 
Army Regulations, and in other regulations or instructions issued by the 
War Department, and strict adherence to same is enjoined upon all concerned. 

35. Action concerning the loss, damage or unserviceability of Government 
property will be in accordance wtih Army Regulations. 

36. The sale or pledge of any article of uniform, arms or equipment by 
an enlisted man is an ofifence punishable by Courtmartial. 



X. 

INSIGNIA 

37. Members of the Students Army Training Corps will wear, with the 
service hat, an olive drab cord. They will wear as collar insignia a bronze 
disk bearing the letters U. S. 

Acting non-commissioned officers oi the Students Army Training Corps 
will wear the chevrons prescribed for non-commissioned officers of the Army. 



XL 

MISCELLANEOUS 

38. Provisions of these regulations do not affect obligations to provide 
military instruction imposed by the Act of July 2, 1862, upon land-grant 
institutions. 



(Advance Copy) C.a.4. 

WAR DEPARTMENT 

COMMITTEE ON EDUCATION AND SPECIAL TRAINING 

General Circular 

CURRICULA 

The following instructions and suggestions are transmitted to educational 
institutions maintaining Collegiate Sections of units of the Students Army 
Training Corps for their guidance and consideration: 

1. Introductory. The reorganization of curricula to meet the requirements 
of war training is obviously a problem which requires a period of construc- 
tive experimentation at educational institutions, in close cooperation with 
the War Department. It is not the War Department's desire to prescribe 
for each and all of the several hundred approved educational institutions a 
rigid and fixed curriculum, drawn without reference to the varying facilities 
and resources of these institutions. 

On the other hand a certain amount of prescription is imperative for the 
reason that members of the Students Army Training Corps units at all edu- 
cational institutions must be prepared to meet specific and uniform army tests 
and requirements. 

The suggestions contained in this circular are therefore to be regarded as 
tentative only, and subject to change as need may dictate. A general con- 
formance to the tenor of the suggestions is advised, but this policy should not 
be permitted to deaden the initiative of the individual institution or its 
teachers. 

2. Curriculum. The curriculum of each institution should be worked out 
by its Faculty under the conditions stated below. 

3. Terms. All curricula are to be based on quarterly courses with terms 
of 12 weeks each, including examination periods. It is desirable that each 
term be a unit in itself, as students of appropriate age may be withdrawn at 
the end of any term. 

4. Teaching Staff and Methods of Instruction. The large number of in- 
coming students and the shortness of their stay in college make it of the 
utmost importance to use all available teaching power efficiently and eco- 
nomically. In most of the essential and allied subjects it will be necessary 
to form a large number of small sections with the co-operation of teachers 
whose subjects are temporarily omitted or depleted. It may also be neces- 
sary to omit subjects in which the attendance falls below a certain limit. 
With due regard to the provisions of paragraph 5 below, care should be 
taken that the instruction is so planned as to distribute the load which must 
come upon individual departments and teachers, thus avoiding a "peak load" 
at any point. 

5. Programs of Students According to Age Groups. As students who 
have reached the age of 20 (on September 12, 1918), whether previously in 
college or not, may have but a single term of twelve weeks in college, they 



should devote practically their entire time to the essential sul)jects listed in 
accordance with special Programs A, B, C, D, E below. 

As students who have reached the age of 19 (on September 12, 1918), 
whether previously in college or not, may have but two terms of twelve weeks 
in college, they should complete the essential subjects in two terms. 

For all other students, whether previously in college or not, curricula 
should be prepared so that the essential subjects may be distributed over three 
terms. The remaining time will be available for such additions from the 
list of Allied Subjects as may be selected by their respective educational 
institutions. 

So far as the necessary emphasis on age brings students of different aca- 
demic maturity into the same subjects, some variation of treatment may be 
necessary and it is suggested that this be provided for in the arrangement 
of the sections mentioned in paragraph 4 above. 

6. Allied Subjects. The allied subjects which may be taught by educa- 
tional institutions and from which election may be made by members of the 
Students Army Training Corps are as follows : English, French, German, Ital- 
ian, Mathematics, Physics, Chemistry, Biology, Psychology, Geology, Geog- 
raphy, Topography and Map Making, Meteorology, Astronomy, Hygiene, 
Sanitation, Descriptive Geometry, Mechanical and Freehand Drawing, Sur- 
veying, Economics, Accounting, History, International Law, Military Law, 
and Government. 

Permission may be granted for the recognition, as an allied subject, of not 
more than one subject outside the above list provided that it occupies not 
more than three hours per week in lectures and recitations with correspond- 
ing time for study. 

Not all of these allied subjects are recjuired or expected to be taught 
at every educational institution. Each institution, in making a selection of 
allied subjects to be taught, should choose only those which it is fully 
equipped to offer. 

Some allied subjects, it should be noted, are required subjects in certain 
programs of study indicated below. 

7. Essential Subjects. The following subjects (in addition to the pre- 
scribed military instruction) should be included in the program of every 
member of the Students Army Training Corps who is preparing to become 
an infantry or artillery officer and who has not already had equivalent train- 
ing: War Issues*, Military Law and Practice, Hygiene and Sanitation, Sur- 
veying and Map Making. 

8. Programs of Study for Men Twenty Years of Age or Over. The dif- 
ferent branches of the service for which preparation is sought may be grouped 
as follows : 

Group I. Infantry, Field Artillery, Heavy (Coast) Artillery (Program A). 



♦Educational institutions, with the approval of the District Educational Director, may excuse 
from the course on War Issues those members of the Students Army Training Corps (I) who 
have had or are taking a similar course even though not identical in every detail, or (2) who 
have already had at least two years of work of collegiate grade in an approved institution and 
who should be required to concentrate the whole of their time on advanced studies. See the 
Special Descriptive Circulars on War Issues (C.e. 12 and C.e.I3). 



Group II. Air Service (Program B). 

Group III. Ordnance and Quartermaster Service (Program C). 

Group IV. Engineer Corps, Signal Corps and Chemical Warfare Service 

(Program D). 
Group \^. Motor Transport and Truck Service (Program E). 

Program A. 

Group I. Infantry, Field Artillery, Heavy (Coast) Artillery. Single 
Term of 12 weeks. 

Hours per week (including labora- 
tory work and supervised study) 

Military Instruction 11 hours 

War Issues (or its equivalent) 9 

Military Law and Practice 9 

Sanitation and Hygiene 9 

Surveying and Map Making 12 

Unassigned 3 



Total 53 hours 

The course on Surveying and Map Making implies previous study of plane 
trigonometry. Those who have had no such preparation may, however, de- 
vote their unassigned hours to such work in elementary trigonometry as can 
be given in connection with the course on Surveying. Other students may 
devote this unassigned time, it is suggested, to French (especially if they 
have already studied French) or to further study in connection with the War 
Issues course, or to such supplementary study as may be deemed expedient. 
Before entering the Field or Heavy (Coast) Artillery on the basis of the 
above program it is desirable that a student should have had a course in 
Mathematics such as is outlined in the primary general program set forth in 
the Special Descriptive Circular on Mathematics (C.b.2) but he will not 
necessarily be debarred from entrance to this Corps through deficiency in 
this respect. If he has had work in Surveying or the mathematical prepara- 
tion described above, but not both, he should take whichever of the two 
he lacks. 

Program B. 

Group II. Air Service. Single term of 12 weeks. 

Hours per week (including labora- 
tory work and supervised study) 

Military Instruction 11 hours 

War Issues (or equivalent) 9 " 

Military Law and Practice 9 " 

Map Reading and Navigation 12 " 

Elementary Physics 12 " 

Total ?.^i;:V: 53 hours 



Program C. 

Group III. Ordnance Corps and Quartermaster Corps. Single term of 
12 weeks. 

Hours per week (including labora- 
tory work and supervised study) 

Military Instruction 11 hours 

War Issues (or equivalent) 9 " 

Military Law and Practice 9 " 

For Quartermaster Corps 

The major portion of the remaining time should be 
devoted to Economics, Accounting, Business Manage- 
ment, Statistics, Transportation and Commerce; the 
balance to Allied Subjects 24 " 

For Ordnance Corps 

Physics 12 " 

Modern Ordnance 3 " 

Business Management 6 " 

Unassigned 3 " 

(Program C is appropriate for limited service men as well as for full serv- 
ice men. Full service men who require a greater amount of scientific prepara- 
tion for the Ordnance Corps should secure it in an engineering school.) 

Program D. 

Group IV. Engineer Corps, Signal Corps, Chemical Warfare Service. 
Single term of 12 weeks. 

Engineer Corps. An approved program in any branch of engineering 
studies. See the Special Bulletin on Programs in Engineering 
(C.b.26). 
Signal Corps. An approved program of studies in electrical engi- 
neering. See Ibid. 
Chemical Warfare Service. An approved program of chemical en- 
gineering or chemical technology. See the Special Bulletins on 
Chemistry and Chemical Engineering (C.b.28) and on Ceramic 
Chemistry and Ceramic Chemistry Engineering (C.b.28a). 

Program E. 

Group V. Motor Transport and Truck Service. Single term of 12 weeks. 

Hours per week (including labora- 
tory work and supervisied study) 

Military Instruction 11 hours 

War Issues (or equivalent) 9 " 

Military Law and Practice 9 " 

Subjects chosen from the list of Allied Subjects 24 " 

Total 53 hours 

9. Program of Study for Men zvho arc Nineteen Years of Age. For stu- 
dents 19 years of age, who may reasonably be expected to continue their 
work at an educational institution for two terms, no definite programs are 



prescribed, but the following suggestions are given in order that educational 
institutions may work out suitable programs for themselves. 

All Groups. Two terms of 12 weeks each. 

Hours per week during both terms (includ- 
ing' Laboratory work and supervised study) 

Military Instruction 11 hours 

War Issues (or equivalent) 9 " 

Additional subjects from the list of allied subjects.... 32 " 
During either the first or second term, all the 
subjects prescribed for students in any group (see 
par. 8) must be included in the programs of those 
who are preparing for that group, e. g., if a stu- 
dent is preparing for Group II, he must include 
among his subjects all those prescribed in 
Program B, distributing these subjects in either 
term as may be deemed expedient. 



Total 53 hours 

10. Program of Study for Men zvlio arc Eighteen Years of Age. For 
students 18 years of age, who may reasonably be expected to 
continue their work at educational institutions for three terms, no definite 
programs are prescribed, but the following suggestions are given in order 
that educational institutions may work out suitable programs for themselves. 

All Groups. Three terms of 12 weeks each. 

Hours per week (including labora- 
tory work and supervised study) 

Military Instruction 11 hours 

War Issues (or equivalent) 9 " 

Additional Subjects from the list of Allied Subjects ZZ " 
During the first, second or third term, all 
the subjects prescribed for students in any 
group (see par. 8) must be included in the pro- 
grams of those who are preparing for that group, 
e.g., if a student is preparing for the Infantry, 
Field Artillery, or Heavy (Coast) Artillery, he 
must cover all the subjects included in Program A, 
distributing these subjects among the three terms 
as may be deemed expedient. 



Total 53 hours 

In general a subject chosen from the list of allied subjects and taken in 
the first term should be continued during the second and third terms by those 
who continue during these terms. 

It is suggested that Surveying and Map Making should, in part at least, 
be included in the first term wherever climatic conditions preclude field work 



during the second term. Otherwise it should be preceded by Plane Trigo- 
nometry and Logarithms. 

Those who are preparing for special service in the Field or Heavy (Coast) 
Artillery, involving unusual mathematical preparation, should be enabled, 
if possible, to include Analytic Geometry and Probability in addition to 
Trigonometry in their programs. See the Special Descriptive Circular on 
Mathematics (C.b.2). 

The conditions which prevail with respect to the calling of men at various 
ages will demand unusual care in the arrangement of programs so as to 
preserve continuity of progress and to avoid a disjointed presentation of 
groups of allied subjects. 

11. Brief Description of Subjects. The following brief descriptions may 
indicate the nature of those subjects that do not at present seem to call for 
more precise outlines. 

(a) Military Law and Practice. (All Groups.) 

This course should treat of three related subjects : Military Law, 
International Military Customs and Army Administration. Military 
Law comprises a study of the military status of the individual, regis- 
tration, enlistment, induction and transfer; the procedure of general, 
special and summary courts-martial ; the laws governing army per- 
sonnel and the penalties for infraction. International Military Cus- 
toms will treat of the fundamental difference between the military 
organization of our Allies and our own country to such an extent as 
would be immediately needed by the American soldier on overseas duty. 

Army Administration is a study of army organization, accounta- 
bility and responsibility for property, army correspondence and all 
army forms for men and materials such as those for rations, commu- 
tation and travel. This last-named part of the course should take 
for the most part the form of actual practice in army paper work. 

(b) Surveying and Map Making. (Group I.) 

This course is intended to give the student familiarity with the 
usual surveying instruments and their uses, and to train him suffi- 
ciently to make him a reliable topographical surveyor of limited areas. 
He should receive a thorough drill in topographical map-reading with 
special reference to the scales and contour intervals used in the United 
States and French Army maps and to the physical features of military 
importance. He should be able rapidly and accurately to solve prob- 
lems in orientation, visibility, and the layout of routes of travel for 
troops. 

For prospective infantry officeEs a study of trench and entanglement 
construction should be given as an introduction to the course in field 
engineering practice which they will receive at an Officers' Trairing 
Camp. 

This course is amply covered by the outline in the Special Descrip- 
tive Circular on Surveying, Topography and Map Making (C.b.l). 
See also the Descriptive Circular on Geology and Geography 
(C.b.l3). 



(c) Hygiene and Sanitation. (Group I.) 

This course should inckule the following topics : Physical fitness, 
personal and public sanitation, parasitism and microbes, the sources 
and modes of infection, the disposal of excreta and waste matter, sew- 
age disposal, camp cleanliness, water supply on the march and in 
camp, field disinfection and filtration, storage of water, camp sites, 
soil and drainage, sanitation of foods, nutrition, disease, isolation and 
disinfection, vaccine and sera, tuberculosis, venereal diseases, mental 
hygiene, personal hygiene, air and health, ventilation of barracks and 
ships, drugs and stimulants, vital statistics, civil and military health 
organization, the care of wounds, etc. For a further list of topics and 
sub-topics see the Special Descriptive Circular on Hygiene and Sani- 
tation (C.b.15). 

(d) Map Reading and Navigation. (Group II.) 

This course should be focussed upon the interpretation of topo- 
graphical maps, particularly United States and French war maps. See 
the Special Descriptive Circular on Geology and Geography (C.b.l3). 
The student should become thoroughly familiar with all scales of maps 
and able to convert ordinary scales into the metric and graphical 
scales. This course should be replete with prol)lem work, such as 
laying out courses of flight in still air and with wind blowing from 
different directions, the computation of speed of the airplane over the 
ground under these conditions. These latter involve the use of 
"drift" of the airplane. The sul)ject of Plane Sailing will form 
a basis for thi<s latter work. The student should also be able to iden- 
tify the polar stars and other typical constellations and be familiar with 
their positions at different times of the day at different seasons. 

(e) Elementary Physics. (Group II and the Ordnance Section of 

Group III.) 
This course is dealt with in the Special Descriptive Circular on 
Physics (C.b.ll), and comprises the first term (12 weeks) of the cur- 
riculum there outlined. 

(f) Modern Ordnance. (Ordnance Section of Group III.) 

This should be, for the most part, a course of information in the 
nomenclature of modern small arms, artillery and their ammunition. 
It should also include the accoutrement of soldiers in the different 
services. 

(g) Business Management. (Ordnance Section of Group III.) 

This course should cover the more important topics usually covered 
in courses on the subject at colleges of business administrations, in- 
cluding the principles of business organization, the location, layout 
and equipment of plant, efficiency systems and records, employment 
problems, purchasing and storage, requisition systems and shop man- 
agement. See the Special Descriptive Circular on Economics 
(C.b.4), Course Ila. 
12. Special Descriptive Circulars. Special Descriptive Circulars contain- 
ing outlines of courses in the following subjects are distributed to educational 



institutions at which collegiate sections of Students Army Training Corps 
units have been established : 

Accounting, Chemistry, Economics, English, French, Geology and Geog- 
raphy, Meteorology, German, Government, History, Hygiene and Sanitation, 
International Law, Mathematics, Physics, Psychology, Surveying, Topography 
and Map Making, War Issues. 

13. Special Bulletins containing information with reference to approved 
programs of instruction in technical and professional schools are distributed 
to these institutions. 

14. Miscellaneous Suggestions. The following suggestions on miscel- 
laneous matters are submitted to educational institutions for their guidance or 
consideration : 

(a) The eleven hours per week of military instruction will ordinarily com- 
prise eight hours of military drill (including physical exercises), two 
hours of theoretical military instruction and one hour of inspection. 
The military program will probably involve Reveille at 6.40 A.M. and 
Taps at 10 P.M. 

(b) Provision will be made for two hours devoted to supervised study each 
evening, suitable rooms and supervision to be provided by the edu- 
cational institutions. 

(c) Members of the S. A. T. C. will be marched to and from their class- 
rooms and study rooms. The Commanding Officer will be directed 
to have the men reach their classrooms at the exact hour appointed 
for the beginning of lectures or recitations. 

(d) Instructors are urged to require that members of the S. A. T. C, 
when reciting in the classroom, shall stand at attention and shall speak 
with clearness and decision. Instructors should require that enuncia- 
tion be distinct and the pronunciation of words correct. The pos- 
session of these qualities of speech is regarded as of military im- 
portance. 

(e) Enquiries concerning the interpretation of provisions in this General 
Circular should be made to the District Educational Director, Col- 
legiate Section. 

COMMITTEE ON EDUCATION AND SPECIAL TRAINING, 

By R. C. Maclaurin, 
Educational Director, Collegiate Section. 
September 25, 1918. 



(Advance Copy) C.b.l. 

WAR DEPARTMENT 

COMMITTEE ON EDUCATION AND SPECIAL TRAINING 

Special Descriptive Circular 

SURVEYING, TOPOGRAPHY AND MAP MAKING 

Two terms of twelve weeks each. Eight hours per week (including labora- 
tory, fieldwork and supervised study). 

Students entering the course should have had high school preparation in 
algebra and geometry; some knowledge of plane trigonometry is highly de- 
sirable, but students without this may take the surveying and trigonometry 
at the same time if the work is carefully planned. For those preparing to 
enter the Field or Heavy (Coast) Artillery Corps, accurate surveying knowl- 
edge is important; for those preparing to enter Infantry Officers' Training 
Camps, land instrument work and topography should be emphasized. 

The work should be so planned that the use of compass, transit and tape 
and level will be taught during mild weather; the other parts can be given at 
any season or in bad weather. In general a field party should consist of not 
more than four students for compass or transit work, not more than three for 
plane table work, not more than two for level or hand instrument work. 
Equipment* may be so used that work with compass, transit, level and hand 
instruments may be carried on at the same time. In general it is best to com- 
plete the plan with simple title soon after the survey is finished. 

Class work and preparation should be almost entirely problem work and 
drafting. The problem work can be done largely out of doors. Recitations 
should be in sections of about 20 and should consist largely of solutions of 
problems at the blackboard. Much of the class work will be in the drafting 
room where classes of 60 can be handled by a professor with one or two 
assistants. On rainy days time assigned to fieldwork should be spent in the 
drafting room. 

DESCRIPTION OF COURSE 

This description relates to a course covering two terms of twelve weeks 
each. Those members of the Students Army Training Corps who are twenty 
years of age or over, or who for any other reason are able to devote but 
one term to the subject, may be given a condensed program as indicated by 
the footnotes and by the assignments of hours given in parentheses below. 

SURVEYING 

Compass Traverse — This course should include use of tape; methods of tak- 
ing magnetic bearings ; running a compass traverse, using both engineer's 

•Equipment needed: Compass (surveyor's) with tripod; transit and tripod with stadia hairs and 
vertical arc; tape, steel, graded to 1/100 (and to 1/10); engineer's level and tripod; hand level; 
hand compass; levelling rods, self-reading; stadia rods; scales, engineer's and R. F.; protractors, 8"; 
two triangles, 45° and 30°-60°, about 8" triangles: plumb bobs; plane table; plane table alidade; 
clinometer; small sketching-board with tripod; reading glass, small folding pattern; pace tally. 



and pocket compass; measuring directions; declination of needle;* 
measuring distances by pacing, by odometer and by tape. Plot the 
traverse. Put special emphasis on paced distances, on directions by 
pocket compass and on local attraction of compass needle. It will be 
advisable to run a closed traverse,* and run cut-off lines which will cross 
the closed traverse, thereby illustrating the accuracy and value of checks. 
Total hours, 29 (11). Class, 3 (2); Preparation, 6 (2); Fieldwork, 
20 (7). 

Transit — The purpose of this work is to familiarize students with the method 
of setting up a transit, of reading the angles with different verniers, and 
of running straight lines. 
Total hours, 12 (8). Preparation, 3 (2); Fieldwork, 9 (6). 

Transit and Tape — This should comprise making a survey and plan of a field 
of relatively small area. The plan made should be complete including 
title. See that survey closes graphically on plan. Plot with protractor 
and scale, using R. F. scale. 

Total hours, 14 (7). Drawing, 4(3); Preparation, 2 (0) ; Fieldwork, 
8 (4). 

Leveling — Make a profile of a road, and plot it on profile paper. While doing 
this fieldwork the student will learn the use of the engineer's level. He 
should be taught at the same time the use of the hand level, and check his 
hand level results with the results by the engineer's level. 
Total hours, 16 (8). Class, 2 (1); Preparation, 2 (1); Fieldwork, 
12 (6). 

Stadia* — This work should comprise running a closed traverse with cut-off 
lines across it with transit and stadia distances, also surveying area by 
single set-up at a commanding point within or outside the area. If hand 
level with stadia can be procured a survey can be made with compass and 
hand level, and results checked with transit and stadia survey of same 
area. 
Total hours, 15. Class, 2; Preparation, 3; Fieldwork, 10. 

Astronomy — Learn the circumpolar stars, and how to find North by means 
of a watch. Determine true north by observation on Polaris. 
Total hours, 3. Preparation, 1 ; Fieldwork, 2. 

Setting Batter Boards* — Set stakes and batter boards for a building. 
Total hours, 4. Preparation, 1 ; Fieldwork, 3. 

TOPOGRAPHY AND MAP MAKING 

Scales — Give thorough training in statement scales, representative fraction 
(RF) scales, and graphical scales. Give many problems in transposi- 
tion from one kind of scale to another; also from feet, yards, and miles 
into meters and kilometers, and vice versa. Use French maps for this. 
Total hours, 10 (8). Class, 6 (4) ; Preparation, 4. 

Topography — This should be a complete study of contours. It can best be 
illustrated in a class by using large trays filled with sand, and requiring 



*Oinit in the condensed program. 



students to form the sand into shapes accurately representing the form 
of the ground illustrated by contours, sketched on the blackboard. Stu- 
dents should also make sketches of contours from various forms of the 
sand. The fieldwork should consist in determining elevations of char- 
acteristic features of the terrain, and from them sketching contours rep- 
resenting the shape of the country while in the field. This may appro- 
priately be the development of a contour map of the same district that 
students have previously surveyed by compass or by transit. Much of 
this fieldwork should be carried on with hand instruments. In the class 
piot profiles from contour plans, and solve simple visibility problems. 
Draw profiles* of sky-lines and immediate hills from contour plans. 
Total hours. 36 (20). Class. 14 (8); Preparation, 10 (6); Field- 
work 12 (6). 

Slope Scales — Give special drill on reading and visualizing slopes on the 
ground and on the map in degrees as well as per cent, and several prob- 
lems in transposing degrees of slopes into per cent and vice versa ; con- 
struct and use map distance (M.D. ) scales. Give special drill on scales 
of maps used by War Department, and contour interval used on these 
maps. Give instruction on vertical interval (V.I.) using maps to illus- 
trate this. A good map is that of the Gettysburg-Antietam Battlefield 
(Hunterstown Sheet), published by the War Department. 
Total hours, 20 (16). Class, 10 (8) ; Preparation, 10 (8). 

Conventional Signs and Lettering — Conventional signs should be memorized 
and executed on plans. A card containing British and French conven- 
tional signs published by the War Department will be found serviceable 
as a guide. Included in this course will be some practice in stroke let- 
tering. Authorized abbreviations should be memorized. 
Total hours, 11 (6). Class, 9 (4); Preparation, 2. 

Landscape Sketching and Use of Hand Instruments — This includes practice 
in the use of military map sketching instruments and training in sketch- 
ing physical features of military importance. The use of the clinometer 
should be given in this course and of sketching boards strapped to the 
arm. 
Total hours, 18 (12). All fieldwork. 

Use of Existing Maps — This is training in the use of existing maps of the 
country in the vicinity of colleges. These existing maps should be taken 
to the field, oriented, and additional detail sketched upon them. The 
plans should be checked to see if they are correct, and modified if in- 
correct. 
Total hours, 6 (4). All fieldwork. 

Plane Table — First devote about 1/5 of this time to laying out graphical tri- 
angulation for basis for plane table work, the rest of the time being given 
to fieldwork with traverse table, using a small alidade, preferably an im- 
provised alidade made of two vertical pieces of metal or wood attached 



*Oinit in condensed program. 



to a straight edge. Also* determine elevation of characteristic points on 
the terrain by hand levels and clinometer, and sketch contours based upon 
these elevations. Use stadia hand level, if available. Sketch streams 
and limits of woods, and complete the plan, representing physical fea- 
tures by their conventional signs. 
Total hours, 46 (17). Preparation, 3; Fieldwork, 43 (14). 

(See also the Special Descriptive Circular on Geology and Geography.) 



♦Omit in condensed program. 

COMMITTEE ON EDUCATION AND SPECIAL TRAINING, 

By R. C. Maclaurin, 
Educational Director, Collegiate Section. 
September 23, 1918. 



(Advance Copy) C. b. 2. 

WAR DEPARTMENT 

COMMITTEE ON EDUCATION AND SPECIAL TRAINING 

Special Descriptive Circular 

MATHEMATICS 

The following outline of a Primary General Program and a Supplemen- 
tary Program in Mathematics is tentatively submitted for the considera- 
tion and guidance of educational institutions which are giving instruction 
in mathematics to members of the Students' Army Training Corps. 

PRIMARY GENERAL PROGRAM 

Three terms of twelve weeks each. Nine hours per week (including 
supervised study) for students entering college with plane geometry and 
elementary algebra. 

1. Algebra and Trigonometry. 

(a) Algebra Review (4 weeks). 

(b) Plane Trigonometry (8 weeks). 

2. Analytic Geometry (12 weeks). 

3. Elementary Calculus with applications (12 weeks). 

(No. 1 will be appropriate for all students not already qualified in the 
work covered. Nos. 2 and 3 may be given in the first term for students 
who have anticipated No. 1 or they may be replaced in part, at the dis- 
cretion of the institution, by one or more of the supplementary courses, 
as noted, for example, under No. 5, below.) 

SUPPLEMENTARY PROGRAM 

There will be ofifered by such institutions as elect to give them the 
following courses open to : 

(a) Students continuing from last year or entering with advanced stand- 

ing; or 

(b) New students able to continue beyond three terms; or 

(c) New students able to take more than one mathematical course before 

the end of their third term. 
Some of these courses will be necessary, as indicated in General Circu- 
lar Ca4, for students preparing to be specialists in certain branches of 
the service. 

4. Calculus (continued) 12 weeks 

5. Probability 4 weeks 

6. Navigation 36 weeks 

7. Analytical Mechanics 12 weeks 

DESCRIPTION OF COURSES 

la. ALGEBRA. A rapid review extending over four weeks, with em- 
phasis on graphical methods. Solution of quadratic equations, equations 
(one of which may be quadratic) in two unknown quantities; exponents; 
proportion and variation; binomial theorem; introduction of derivative. 



11). PLANE TRIGONOMETRY AND LOGARITHMS. (8 weeks.) 

The chief emphasis to be laid on the practical uses of Trigonometry in 
the solution of practical concrete problems, rather than upon the mathe- 
matical development of the theory. Among the formulae, only those 
needed in the solution of triangles should be stressed. Drill in accuracy 
and facility in computation is essential. Work in Trigonometry affords 
exceptional opportunity for this drill, of which every teacher should 
avail himself. Attention should be given to the proper number of signifi- 
cant figures and to the estimation of angles, distances and heights. 

Measurement of angles. Definition of degree, radian, grade, and mil 
(as 1/6400 of four right angles). Conversion from one system of units 
into another. 

Definitions of trigonometric functions, including versed sine and 
haversine, with emphasis on the case of acute angles. Tables of these 
functions, chiefiy to four figures. Interpolation. 

Solution of right triangles by natural functions. Attention to proper 
number of significant figures. Absolute and relative error. 

Logarithms. Stress on the use of tables, omitting theory. Use of 
slide rule. Conversion to and from metric system. 

Addition Theorems for sines, cosines, and tangents. Formulae for 
functions of double angles. Proofs for simplest cases only. 

Solution of the general triangle. Law of sines. Law of cosines. Ap- 
plication of right triangle methods to the solution of oblique triangles. 
Omit the formulae for the half angles in terms of the sides. 

Omit trigonometric equations and inverse functions. 

2. ANALYTIC GEOMETRY. (12 weeks.) 

The chief aim of this course is to enable the student to use graphic 
and analytic methods for the solution of simple concrete problems of 
military or engineering character. The fundamental theorems snould 
be presented as simply as possible. There should be a large number of 
easy problems, and all complicated algebraic and trigonometric reductions 
should be avoided. 

Co-ordinate systems in two dimensions. Rectangular. Polar. Simple 
transformations, omitting rotation of axes. 

Plotting of curves, such as : y = xn; y = a/x; y = ax2 -j- bx + c; 
y = sin x, cos x, tan x ; y ^ log x (base 10) ; y = a^ ; r ^ a^, r ^^ a^. 
Plotting of relations between physical quantities should be emphasized. 

Straight lines. Emphasizing the slope-intercept equation and slope- 
point equation, omitting normal form and formula for distance from 
point to line. 

Angles between lines: use of derivative for slope of curve. 

Conic sections. Special attention to circle, parabola, and rectangular 
hyperbola referred to its asymptotes: 

Simultaneous equations of the first and second degrees and the inter- 
sections of lines with conies. 

Solution of numerical equations by the method of trial and error. 
(e. g. cubic and simple transcendental equations.) 

Plotting of empirical curves. Best representation of a series of obser- 
vations by functions of the first and second degrees. 

Alignment Charts, for three and four variables, use and construction 
for simple cases ; use of logarithmic cross-section paper. 



Omit oblique co-ordinates, tangents, normals, polars, focal properties, 
conjugate diameters. 

3. ELEMENTARY CALCULUS— with applications (12 weeks). 

The preliminary remarks under No. 2 are applicable here also. 

Definition of a derivative. Slope of a line and of a curve. Velocity. 

Differentiation of simple algebraic functions, of sine, cosine, exponen- 
tial and logarithmic functions, emphasizing drill in the use of the rules 
of differentiation rather than the proofs of these rules. 

Maxima and Minima. 

Problems in rates. 

Compound interest law. 

Computation by the use of series, omitting proofs of convergence. 

Derivation of series (if given at all) by simplest method of undeter- 
mined coefficients. 

Integration as an inverse process, and as limit of a sum (introducing 
inverse trigonometric functions). 

In connection with the work in calculus application should 
be made to some or all of the following topics, the choice and 
order depending on the amount and character of instruction in mechanics 
given outside the mathematical courses: 

Kinematics. Velocity and acceleration. Uniformly accelerated mo- 
tion in a straight line. Simple harmonic motion. Uniform motion in 
a circle. 

Forces (measured by a spring balance). Effect of forces in producing 
motion. Proportionality of forces to accelerations produced. Inertia. 

Projectile in vacuo. Parametric equations. 

Determination of centers of gravity and radii of gyration (moments 
of inertia) in a few simple cases by definite integrals. 

SUPPLEMENTARY COURSES 

4. CALCULUS (continued) (12 weeks). 

No detailed definition is considered necessary. 

5. PROBABILITY (4 weeks). 

In the mathematical preparation of an oflficer-candidate for artillery 
work the following elements of the theory of probability are important 
for a limited number of specialists. 

Finite Probability. The meaning of a mathematical use of proba- 
bility. Probability of simultaneous occurrence of: (1) events equally 
probable, (2) events unequally probable. Combinations, and the 
binomial coefScients in relation to probability systematic and acci- 
dental errors of observation. Suppositions with respect to acciden- 
tal errors. Analysis in finite cases with examples. 

Continuous Probability in one Dimension. — The probability curve 
as the limit of the array of binomial coefficients. Suppositions on 
which the probability curve is based. — Error as length (with or 
without sign, area, or volume. Mean Error, Probable Error, and 
their ratio. Approximate value of their ratio as derived from the 
binomial coefficients, n = 8, 9. — The dispersion ladder. Direct and 
inverse problem. — Probability tables and their use. — Linear changes 
of variables and their use. (e. g.. Artillery fire on a slope.) 

Special Formulae. — Average difference between signed errors 
(numerical value) — Method of successive approximations — Errors in 
computations based on n observations as a function of n. 



Continuous Probability in two Dimensions — Rectangular classifi- 
cation, lateral and longitudinal errors. Ellipse of error — absolute 
error — superposition of dispersion ladders, 25% rectangles, etc. 

6. NAVIGATION (36 weeks). 

Textbooks: Bowditch's American Practical Navigator; American 
Nautical Almanac; Altitude, Azimuth and Line of Position Tables 
(No. 200, Hydrographic Office) ; General Tide Tables. 

Preparation : A thorough course in Plane Trigonometry is pre- 
requisite; a whole year of college mathematics is desirable. 
First Term (12 weeks). 

Piloting, Dead Reckoning, including Plane, Traverse, Middle Lati- 
tude and Mercator Sailings. Problems solved by both Traverse 
Tables and logarithms. Practice in double Interpolation. Charts 
and Projections. Bowditch : sections 1-6, 25, 27, 37-42, 74-82, 130-177, 
179-182, 202-208. 

Spherical Trigonometry. The formulae for right and quadrantal 
triangles and the Laws of Sines and Cosines together with the modi- 
fications of the latter used in calculating the haversine of a side and 
the haversine of an angle. 

Celestial Co-ordinates. The Astronomical Triangle. The Nauti- 
cal Almanac. Instruments. Bowditch : sections 209-264, 319. 
Second Term (12 weeks). 

Time (discussion to be distributed over first half of term). Alti- 
tudes and their corrections. Chronometer Error. Latitude by 
Meridian Altitude, by circummeridian Altitude and by Polaris. Time 
sight. Line of position by observations of sun or stars using St. 
Hilaire Method. Compass Error by Azimuth. Day's work with 
numerous examples. Use of Charts. Laying off Courses. Identifi- 
cation of Stars. Great Circle Sailing. Instruments. Use of Tide 
Tables. Bowditch: sections 7-24, 28-36, 43-73, 83-95, 183-201, 268- 
314, 321-330. 333, 341, 343, 362-407, 490-515. 
Third Term (12 weeks). 

The Kelvin-Aquino method. Review and practice on previous 
topics, <l>' <i>" method for Latitude. Theory and practice of Compass 
Deviation and Compensation as in Bowditch with supplementary 
matter from Muir's Navigation and Compass Deviations. The re- 
maining topic of Bowditch with the exception of Chap. xvii. 

7. Analytical Mechanics (12 weeks). 

No detailed description is considered necessary; but it should be 
borne in mind that the purpose of this course is to teach mechanics 
rather than mathematics. 

This course in a measure parallels the corresponding work in- 
cluded in Physics. [See the Special Descriptive Circular on Physics.] 
Either may be offered in a particular institution, or a program inter- 
mediate in character may be given by co-operation of the two de- 
partments. It will rarely be advisable to ofTer both courses separ- 
ately. 

COMMITTEE ON EDUCATION AND SPECIAL TRAINING 

By R. C. Maclaurin, 
Educational Director, Collegiate Section. 
September 19, 1918. 



(Advance Copy) C. b. 3. 

WAR DEPARTMENT 

COMMITTEE ON EDUCATION AND SPECIAL TRAINING 

Special Descriptive Circular 

FRENCH 

Three courses are here outlined, suitable for members of the Students 
Army Training Corps. Each should cover one term of twelve weeks, 
allowing nine hours of classroom work and supervised study per 
week. 

1. ELEMENTARY COURSE. 

The Elementary Course should provide for men who have had no French. 
Its purpose should be to give instruction in the essentials of French with 
particular reference to military needs. Spoken French, rather than writ- 
ten French, should be the primary material of study. The student should 
be trained carefully and insistently to understand the French words, 
phrases and sentences as uttered by the instructor; in the second place, 
he should be trained to utter French words, phrases and sentences in- 
telligibly and intelligently; in the third place, he should be trained to 
understand written French words, phrases and sentences. The course 
should, however, be built upon a grammatical framework ; not so detailed 
nor so emphasized as to make the grammar an object of study for its 
own sake, but sufficiently thorough to develop a constructive knowledge 
of the language. A knowledge of words and phrases without the study 
of grammar limits a man's resources to the exact material he has learned. 
A knowledge of the elements of grammar enables him, as nothing else 
can, to recombine his word and phrase material as varying occasions may 
require. 

The word and phrase material should be neither exclusively civilian 
nor exclusively military, but should include both the material most 
essential for ordinary needs and experience in France and the more com- 
mon French military terms. 

Particular care should be given to the study of the pronoun and verb. 
Mastery of these can be acquired only through systematic study, whereas 
nouns and the other uninfiected words can be acquired easily through 
hearing or reading. 

The greatest care should be taken in the preliminary study of pro- 
nunciation, and throughout the course there should be frequent careful 
practice in correct pronunciation. 

Texts for reading should be selected from those conveying most 
information as to the life of France. These, too, should be treated as 
a basis for oral work — for reading in French by the instructor or the 
students, or as material for question and answer in French, etc. Con- 
tinuous formal translation should be avoided. 

French newspapers published in this country or in Canada will prove 



valuable as supplementary material in the later work of the course. 
The use of a phonograph in connection with the Elementary Course is 
not recommended. 

2. INTERMEDIATE COURSE. 

The Intermediate Course is for those men who enter college with 
credits entitling them to intermediate standing in French, and for those 
who have had one year of ordinary college French, Its purpose should 
be to train men in understanding and speaking French with reference 
to military matters. Here, again, the understanding of French as spoken 
is the main thing. Next comes the ability to understand and translate 
written French. In this course men should also receive some training 
in writing French. 

The men enrolled in this course will be in general men who have had 
school or college courses in French which have given them a reading 
knowledge of ordinary civilian French. The special function of the 
Intermediate Course is, then, to turn their reading knowledge into a 
speaking knowledge, and to familiarize them with the military vocabulary. 

It is recommended that the Intermediate Course begin at the same 
point as the Elementary Course, and be developed along the same lines, 
stressing the use of spoken French, which will be new to most of the 
men. It will be possible to progress much faster than in the Elementary 
Course. Attempts to start work of this grade at an advanced point and 
with an advanced book have proved in general unsuccessful. In par- 
ticular, it proves necessary to devote fully as much time to 
the subject of pronunciation as in any elementary course. Many of the 
students will have bad linguistic habits to unlearn. 

3. ADVANCED COURSE. 

The Advanced Course is for those men who enter college with credits 
entitling them to advanced standing in French, and for those who have 
had two years of ordinary college French. Its purpose should be to train 
men for practical interpreting and for the writing of military reports and 
despatches in French. The Interpreters' Corps, as authorized by Con- 
gress, is already filled ; but commanders of brigades, regiments, battalions 
and companies are directed to secure for development interpreters from 
within their own commands. Men entering military service in possession 
of the ability to serve as interpreters will therefore be of particular value. 

The principal matter for study in this course should be the specific 
military vocabulary. Practice in dictation will be found particularly 
valuable; dictation in French to be taken down in French, dictation in 
French to be taken down in English, and dictation in English to be taken 
down in French. Efforts should be made to accustom the student to a 
variety of French voices. 

COMMITTEE ON EDUCATION AND SPECIAL TRAINmG 
By R, C. Maclaurin, 
Educational Director, Collegiate Section. 
September 19, 1918. 



(Advance Copy) C.b.4. 

WAR DEPARTMENT 

COMMITTEE ON EDUCATION AND SPECIAL TRAINING 

Special Descriptive Circular 

ECONOMICS 

1. ELEMENTARY COURSE. 

Members of the Students' Army Training Corps who have had no 
previous study of the subject should have the opportunity to take a course 
in the Elements of Economics. The following topics are suggested as 
suitable for such a course extending over one term of twelve weeks, with 
nine hours (including supervised study) per week. 

1. Nature of Economics. 

2. Descriptive of industrial society and business organization, with 

some account of the economic development of the United States. 

3. Factors of production, including natural resources and human factors 

with reference to labor and organization. 

4. The processes of buying and selling; price; value, markets and 

market organization; competition, monopoly; and government 
regulation of prices. 

5. Money and the mechanism of exchange; credit and banking. 

6. Sharing the proceeds of industry; wages, rent, interest, profits and 

taxes. 

7. Labor problems; trade unions; industrial disputes; arbitration; fac- 

tory laws, labor legislation; and workmen's compensation. 

2. ADVANCED COURSES. 

Those who have already had the Elementary Course outlined above 
(or substantially its equivalent) should be permitted to take such more 
advanced instruction in Economics as educational institutions may 
provide. 

The following are suggested as suitable courses in this category, but it 
is not required nor expected that an institution shall provide all of them : 

(a) BUSINESS MANAGEMENT, (b) LABOR PROBLEMS, 
(c) MONEY AND BANKING, (d) PUBLIC FINANCE, (e) BUSI- 
NESS ORGANIZATION AND CORPORATION FINANCE, 
(f) STATISTICS, (g) TRANSPORTATION. Each of these courses, 
where offered, should cover one term of twelve weeks. They should 
ordinarily provide two or three classroom hours per week with from 
four to six hours of supervised study. 

(a) BUSINESS MANAGEMENT (6 hours per week, including super- 
vised study). 

This course, or its equivalent, is a required course for members 
of Group III (see Circular C.a.4, par. 8) who are preparing to enter 
the Ordnance Corps and is advised for those preparing for the 



Quartermaster Corps. It should, accordingly, be offered in the 
first term, as well as in later terms, where practicable. 

The following outline of topics is suggested: 

Organization of authority and administration in industrial 
plants ; functions of different officers ; organization charts. 

Location, layout, and equipment of plant; organization of shop 
units. 

Purchasing; raw stores and finished stock; requisition systems; 
balance of stores accounts ; mnemonic system ; storage system. 

The selection and hiring of labor; labor turnover; methods of 
wage payment; transfers and promotion; training and dilution of 
labor; control of working conditions; shop standards; welfare 
work; government of the shop; suggestion systems; shop com- 
mittees; collective bargaining. 

Organization of the sales department ; advertising and salesman- 
ship; credits and collections. 

(b) LABOR PROBLEMS 

The rise of the modem wage system ; relation between employers 
and employees; forms of labor organization, and methods em- 
ployed, including the treatment of trade unions and the open and 
closed shop; strikes and lockouts; arbitration and conciliation; 
labor legislation affecting hours, safety, sanitation, and conditions 
of employment; minimum wage laws; child labor; workmen's 
compensation and insurance ; old age pensions ; soldiers' and 
sailors' insurance; government regulation of wages, hours and 
working conditions during the war; labor parties and their pro- 
grams; profit sharing and co-operation. 

(c) MONEY AND BANKING 

Monetary systems ; forms of money, monetary standards, includ- 
ing gold exchange and paper money systems; price level and its 
fluctuations. 

Banking and services of banks; principles of banking accounts; 
loans, deposits and note issues ; different kinds of banking ; branch 
banking and central banks; national banking system and the Fed- 
eral Reserve system; banks and government financing. 

International exchange; balance of international payments and 
invisible elements; bills of exchange; gold movements; gold 
points; exchange with countries having dissimilar monetary 
standards; and recent fluctuations of exchange. 

(d) PUBLIC FINANCE 

Principles of expenditure; budgets and budgetary legislation; 
financial organization; government or public accounting. 

Revenues from taxation; customs duties; excise tax; income tax; 
excess profits tax; inheritance tax; corporation tax; general prop- 
erty tax ; licenses, fees and assessments ; revenue from public lands ; 
fiscal monopolies; public and State managed industry; owner- 
ship of public utilities. 

Use of public credit; principles of public borrowing; form of 



loans ; rates of interest on loans ; refunding operations ; payments 
of loans; sinking funds. 

American war financing; taxes versus bonds. 

(e) BUSINESS ORGANIZATION AND FINANCE 

Forms of business organization; the private firm; partnership; 
corporation; intercorporate relationships; holding companies. 

Growth of corporations; corporation laws of different States; 
sources of capital; stocks; bonds; bank loans; reinvested profits; 
stockholders, bondholders, and other creditors; different kinds of 
stocks and bonds ; limit on borrowing power of corporations, legal 
and practical; criteria of investments in corporate securities; in- 
come and balance sheet analysis; determination of profits and dis- 
tribution of earnings; use of surplus. 

Promotions, receiverships and reorganizations; the issue and 
underwriting of securities. 

Taxation of corporations; government regulation; blue sky 
laws; anti-trust laws; Federal Trade Commission. 

(f) STATISTICS 

Collection of material; sources; making of schedules; tabula- 
tions; charts and graphic methods; averages, ratios, index num- 
bers; economic and social statistics, including statistics of material 
resources, foreign and domestic commerce, transportation, prices, 
wages, and population; age distribution; vital statistics and regis- 
tration. 

(This course may be given as a part of the program in Account- 
ing. See Special Descriptive Circular on Accounting (C.b.5), Part 
III. It is advised for those members of Group III who are prepar- 
ing to enter the Quartermaster Corps. See Circular C.a.4, par. 8.) 

(g) TRANSPORTATION. 

Development of modern transportation systems, including high- 
ways, canals, rivers, railways and ocean transportation ; social and 
industrial results of transportation; the origin and nature of the 
transportation problem; government promotion and regulation; 
commission regulation; government ownership and operation. 

Theory of transportation rates; rule of cost; rule of public 
service; the technique of railway accounts for supervision and 
operation; railway valuation. 

Deep water canals; coastwise trade and ocean transportation; 
ocean freight rates; American mercantile marine; relation of 
ocean transportation to industrial development. 

Subsidies; the work of the United States Shipping Board and 
the War Trade Board. 

(This course is advised for those preparing to enter the Quarter- 
master Corps. See Circular C.a.4, par 8.) 

COMMITTEE ON EDUCATION AND SPECIAL TRAINING, 
By R. C. MACLAURIN, 
Educational Director, Collegiate Section. 
September 23, 1918. 



(Advance Copy) C.b.5. 

WAR DEPARTMENT 

COMMITTEE ON EDUCATION AND SPECIAL TRAINING 

Special Descriptive Circular 

ACCOUNTING 

Three terms of twelve weeks each. Nine hours per week, including 
laboratory work and supervised study. 

Nearly every officer of the Army assumes accountability in some ca- 
pacity or other at some period in his career. Even in the case of line 
officers a familiarity with accounting principles and practice is desirable, 
since line officers may be called upon not only to keep and be account- 
able for funds but to serve in some cases as acting quartermasters or as 
post exchange officers. 

The present outline, which may be varied to suit the conditions and 
facilities of different institutions, contemplates a course extending over 
three terms of 12 weeks each. Each term forms a separate unit of in- 
struction, being devoted to the following general fields of study and 
practice. 

1. THE PRINCIPLES OF COMMERCIAL BOOKKEEPING. 

2. GOVERNMENTAL ACCOUNTING METHODS. 

3. STATISTICAL RECORDS AND METHODS. 

The instruction should in each term be mainly in the form of labora- 
tory exercises under the supervision of the instructor. Such explanatory 
lectures as are necessary should be given, but these should not exceed 
two or three per week and the emphasis should be placed on laboratory 
practice. Care should be taken that the practice work does not become 
mere drill in following rules. The principles involved should be con- 
stantly kept in mind. 

Suggested Content of the Course 

L COMMERCIAL BOOKKEEPING. 

A brief but systematic study of the fundamental principles of double 
entry bookkeeping, with practice in their application to ordinary com- 
mercial operations. Topics which should be covered are : the distinction 
between property accounts, showing assets and liabilities, and those ac- 
counts exhibiting elements of profit and loss; the nature of an account 
and the conventional forms in which an account is kept; the significance 
of debit and credit in the different classes of accounts; the ledger as a 
collection of accounts; the conventional forms of the ledger and their 
modification; the subdivision of accounts in order to obtain more de- 
tailed information; merchandise and other "mixed" accounts with the 
introduction of inventories and other adjustments; manufacturing, trad- 
ing and profit and loss accounts; the trial balance; closing the ledger, 
and preparation of the balance sheet; posting mediums or books of origi- 



nal entry; the journal and its modifications, particularly the cash book, 
and purchase and sales books; columnar bookkeeping; loose leaf devices; 
posting from original records such as invoices, etc. ; improved forms of 
statements, and balance sheets. 

II. GOVERNMENTAL ACCOUNTING. 

The following general topics are suggested: 

Financial and property accounting, especially as applied to the Army; 
estimates, appropriations, apportionments, allotments, methods of hand- 
ling pay in the Army; purchase of supplies and equipment; property 
accounting and accountability, showing how supplies and property are 
obtained, issued, and accounted for in the various Army organizations; 
subsistence returns, requisitioning and securing supplies in the field. 

While this course is not solely or even primarily designed to train men 
to enter the Quartermaster Corps, some emphasis may be very appro- 
priately placed on the forms used in that corps since every officer comes 
more or less into contact with this branch of the Army. 

III. STATISTICAL RECORDS. 

Practice in handling statistical data with special application to the sta- 
tistics concerned with the organization and operation of depots, ware- 
houses, etc. The student should be trained in the methods of making 
reports, compiling and tabulating statistical tables, and in the use of labor- 
saving methods of handling large quantities of statistical data. The 
principles of graphical representation should be studied with considerable 
practice in the preparation of charts and diagrams. This portion of the 
course may be given as part of the program in Economics. See the Spe- 
cial Descriptive Circular on Economics, par. II (f.). 

It is suggested that Part II of the above course (Governmental Ac- 
counting Methods) be also given during the first term and made available 
for those members of the S. A. T. C. who are 19 years of age or over 
and who already have had some training in commercial bookkeeping. 

COMMITTEE ON EDUCATION AND SPECIAL TRAINING, 
By R. C. MACLAURIN, 
Educational Director, Collegiate Section. 
September 24, 1918. 



(Advance Copy) C.b.6. 

WAR DEPARTMENT 

COMMITTEE ON EDUCATION AND SPECIAL TRAINING 

Special Descriptive Circular 

ENGLISH 

No rigid or fixed program of instruction in English is prescribed for 
members of the Students Army Training Corps. The following sugges- 
tions are submitted as indicating matters which ought to be emphasized ; 
but the scope and methods of elementary courses in this subject should be 
determined by the educational institutions themselves. Those members 
of the Students Army Training Corps who have already had adequate 
instruction in English Composition, both written and oral, should take 
such additional advanced instruction as educational institutions may 
provide. 

GENERAL COURSE 

(One term of twelve weeks. Nine hours per week including supervised 
study.) 
The following features should receive attention: 

1. Drill in the fundamentals; the paragraph, the sentence, use of words, 
spelling, and punctuation. 

2. Drill in these two forms ; correspondence and report writing — the way 
in which they are employed in the business and professional world, 
and their adaption to the needs of the military organization. 

3. Study of a book of selections. 

4. Training that shall enable a student to speak on his feet with clearness 
and vigor, to enunciate distinctly, and to pronounce his words correctly. 

DRILL IN FUNDAMENTALS. 

All of the written work that a student does should be criticized with 
a view of helping him to gain mastery of the fundamentals of composi- 
tion. Special attention should be given to men who are weak in any of 
these matters. 

CORRESPONDENCE. 

The student should be able to use correctly the form of the ordinary 
business letter and the form prescribed for military correspondence. 
Short exercises from time to time will give him sufficient practice ; topics 
on which he might actually write a letter, such as a soldier's request for 
a furlough, will readily suggest themselves. 

REPORT WRITING. 

The student should acquire familiarity with the form of the professional 
report. He should know how to draw up the letter of transmittal, how 
to prepare the title page, the table of contents, how to make marginal 
references, how to use charts and diagrams, how to indicate divisions of 



the report by headings and sub-headings, how to employ summaries, and 
how to use appendices. While he is acquiring mastery of the require- 
ments of the form, the subject matter of the reports should be of the 
simplest possible character; later he may be required to report on spe- 
cially assigned topics. As far as possible subjects of a military nature 
should be chosen. 

READING 

It is recommended that some book of selections be used which con- 
tains documents in the history of Americanism; great speeches and ad- 
dresses interpreting Americanism; literary masterpieces that have been 
landmarks in the progress of Americanism. Many books of this char- 
acter are available. 

ORAL WORK. 

In his practical military instruction the student will have his attention 
called to the importance of distinct enunciation, proper pronunciation 
of words, and clear carrying speech. In the English course he should 
be given practical help in overcoming speech difficulties ; assistance of this 
sort can be given most effectively to individuals in private conference. 

Informal class discussion is of great value in training students to think 
quickly and to speak effectively, and should be employed constantly. At 
times it may be advisable to organize the discussion formally by requir- 
ing a "committee report" to be presented to the class meeting as a de- 
liberative body, with a student chairman, and a student secretary. The 
success of all such discussions will depend upon the skill of the instructor 
in choosing topics concerning which the interest of the members of the 
class may be aroused. 

Practice in making short addresses on military topics or on themes 
of general public interest is also recommended. 

SIZE OF SECTIONS. 

If a student is to improve in oral expression, he must have the oppor- 
tunity to speak frequently. To this end the sections must not be too 
large. The outside limit should be 30, but institutions are urged, as soon 
as conditions permit, to make the normal size of sections from 20 to 
25 men. 

BOOKS. 

Each student should own a handbook of composition, a book of selec- 
tions for reading, and a dictionary. 

(The course in English must be combined with the course on War 
Issues in certain professional programs as stated in the Special Bulle- 
tins dealing with these programs and may be so combined in all insti- 
tutions where that is considered feasible. See the Special Descriptive 
Circulars on War Issues, C.e.l2, par. 5, and C.e.l3, pars. 2 and 6.) 

COMMITTEE ON EDUCATION AND SPECIAL TRAINING, 

By R. C. MACLAURIN, 
Educational Director, Collegiate Section. 
September 24, 1918. 



(Advance Copy) C.b.7. 

WAR DEPARTMENT 

COMMITTEE ON EDUCATION AND SPECIAL TRAINING 

Special Descriptive Circular 

CHEMISTRY 

GENERAL CHEMISTRY.* One term of twelve weeks, twelve hours 
per week. Lectures, two hours; recitations or quizzes, two hours; 
laboratory, six hours; supervised study, two hours. 

A course of this duration, given as a part of a general training under 
existing conditions, should aim chiefly to develop the understanding and 
appreciation of the importance of Chemistry in our national and indus- 
trial life. To this end the fundamental laws and concepts of chemical 
science must obviously be discussed and demonstrated sufficiently to 
enable the student to understand the meaning of the language of Chemis- 
try. But the main emphasis should be laid upon the application of 
Chemistry to daily life, to the industries and to the many problems which 
have arisen or have acquired special importance as a result of the war. 

Typical among these are such topics as the supply of nitric acid for 
explosives; of ammonia as an ingredient of fertilizers, as a refrigeratory 
agent and as a source of nitric acid ; the fixation of atmospheric nitrogen ; 
the relation of the available supply of sulphuric acid to the explosives, 
dyestuffs and fertilizer industries; the potash question; the domestic 
supply of liquid fuels; the supply of chlorine for war gases; the import- 
ance of the manganese supply and that of many other non-ferrous metals ; 
the general type of explosives employed in war and for domestic pur- 
poses, including the distinction between propellants and high explosives; 
the general discussion of the war gases and the means employed for 
protection against them; the materials used as incendiaries and for sig- 
nals and flares ; and the chemistry of sanitation, including a brief discus- 
sion of water supplies and sewage treatment. 

While the time assigned does not permit of an extended discussion of 
Organic Chemistry, it should be possible to show the nature of important 
classes of organic compounds, such, for example, as hydrocarbons, alco- 
hols, ethers, phenols, carbohydrates and nitro compounds to an extent 
which will make possible a general understanding of the war problems 
(such as some of those enumerated), or the chemistry of daily life in its 
simpler forms. 

The laboratory experiments should, so far as practicable with begin- 
ners, follow the general trend of the classroom instruction. 



*An approved program of Chemistry and Chemical Engineering is outlined in the Special Bulletin 
on Chemistry and Chemical Engineering — C.b.28. 

COMMITTEE ON EDUCATION AND SPECIAL TRAINING, 

By R. C. MACLAURIN, 
Educational Director, Collegiate Section. 
September 23, 1918. 



(Advance Copy) C.b.8. 

WAR DEPARTMENT 

COMMITTEE ON EDUCATION AND SPECIAL TRAINING 

Special Descriptive Circular 

GOVERNMENT 

Three courses are outlined, each to involve three class hours and six 
hours of preparation or supervised study per week for twelve weeks. One 
course deals with European Governments ; one with the general principles 
of American Government ; and one with War Administration. Each of the 
two courses first named should include a general study of the subject 
indicated, but with special attention to the political problems presented 
by war-time conditions. 

Wherever practicable, it is desirable that both the courses in European 
Governments and in American Government be offered in the first term 
for different classes of students; and in some institutions it may be pos- 
sible to offer each of the three courses from the beginning."' 

At institutions where only one course can be given each term, either 
the course on European Governments or the course on American Govern- 
ment may be offered first. The latter is in accordance with the usual 
practice of American colleges and universities. In favor of giving the 
European Governments first, it may be said that this will make it possible 
for the older students who may be in college not more than three months, 
and many of whom have had a high school or college course on American 
Government, to learn something of the governmental organization of the 
countries to which they are likely to go. This arrangement also renders 
it possible to make the general course on American Government connect 
directly with the more advanced and technical course on War Adminis- 
tration, which should be taken after one or more general courses in 
Government. 

I. EUROPEAN GOVERNMENTS. One term of twelve weeks (either 
first or second term). 

This course should deal especially with governmental organization and 
with the political conditions in Great Britain, France and Germany, with 
some attention to Italy and Austro-Hungary. The following topics are 
suggested as worthy of emphasis: Electoral rights and representation; 
parliamentary and cabinet government (in Great Britain, France and 
Italy) ; autocracy and bureaucracy as exemplified in Germany and Austro- 
Hungary; theories of sovereignty and of popular government; military 
administration; civil rights in time of war; and local government, espe- 
cially in France and Germany. 



*The course on European Govsmm.ents may be substituted for that portion of the War Issues Course 
which deals with the subject of Government. 



II. GENERAL PRINCIPLES OF AMERICAN GOVERNMENT. 

One term of twelve weeks (either first or second term). 

The following are suggested as general topics worthy of study and 
discussion in this course: The fundamental principles of American Gov- 
ernment; democracy and liberty; the Constitution of the United States, 
its provisions for safeguarding civil rights; outline of governmental or- 
ganization; the expansion of governmental functions before and during 
the War; citizenship and the status of aliens; the relation of the civil to 
the military authorities. 

Less attention should be given than under ordinary conditions to such 
topics as the history of political parties and the details of their organiza- 
tion, to election machinery, legislative organization, legislative procedure 
and local administration. 

III. WAR ADMINISTRATION. 

One term of twelve weeks. 

This course should be open only to those who have had Course I 
(European Governments), or Course II (Principles of American Gov- 
ernment), or their equivalent. Only in the larger institutions will there 
be a sufficiently large number of qualified men to warrant the offering of 
War Administration in the first term. 

The following subjects are suggested as appropriate: The military 
provisions of the American constitution; the war powers of Congress; 
the war powers of the President; war legislation; the organization and 
administration of the Army and Navy ; war finance ; war boards and com- 
missions (Shipping Board, War Industries Board, Food and Fuel Ad- 
ministrations, etc.), State war measures (State Councils of Defense, etc.) ; 
British war administration; the war cabinet; the administration of the 
British Army and Navy ; the new Ministries (Munitions, Shipping, Food, 
etc.); the "Defense of the Realm" measures; War Administration in 
France. 

No satisfactory textbook for this course is available. Use should, 
therefore, be made of texts of recent laws and official documents. 

The Congressional Directory and the War Cyclopedia give brief state- 
ments of the Executive Departments and other agencies in the United 
States. The report of the British War Cabinet for the year 1917 con- 
tains a valuable and readable account of British War Administration to 
the end of that year. 

COMMITTEE ON EDUCATION AND SPECIAL TRAINING, 

By R. C. MACLAURIN, 
Educational Director, Collegiate Section. 
September 23, 1918. 



(Advance Copy) C.b.9. 

WAR DEPARTMENT 

COMMITTEE ON EDUCATION AND SPECIAL TRAINING 

Special Descriptive Circular 

INTERNATIONAL LAW 

"In the teaching of international law emphasis should be laid on the 
positive nature of the subject and the definiteness of the rules. 

"Whether we regard the teaching of value as a disciplinary subject or 
from the standpoint of its importance in giving to the student a grasp of 
the rules that govern the relations between nations, it is important that 
he have impressed upon his mind the definiteness and positive character 
of the rules of international law. The teaching of international law 
should not be made the occasion for a universal peace propaganda. The 
interest of students and their enthusiasm for the subject can best be 
aroused by impressing upon them the evolutionary character of the rules 
of international law. Through such a presentation of the subject the 
student will not fail to see how the development of positive rules of law 
governing relations between States has contributed towards the main- 
tenance of peace. 

"In order to emphasize the positive character of international law, the 
widest possible use should be made of cases and concrete facts in inter- 
national experience. 

"The interest of students can best be aroused when they are convinced 
that they are dealing with the concrete facts of international experi- 
ence. The marshalling of such facts in such a way as to develop or 
illustrate general principles lends a dignity to the subject which cannot 
help but have a stimulating influence. 

"Hence, international law should be constantly illustrated from those 
sources which are recognized as ultimate authority, such as: (a) cases, 
both of judicial and arbitred determination; (b) treaties, protocols, acts, 
and declarations of epoch-making congresses, such as Westphalia 
(1648), Vienna (1815), Paris (1856), The Hague (1899 and 1907), and 
London (1909) ; (c) diplomatic incidents ranking as precedents for action 
of an international character ; (d) the great classics of international law. 

"In the teaching of international law care should be exercised to dis- 
tinguish the accepted rules of international law from questions of inter- 
national policy. 

"This is particularly true of the teaching of international law in Amer- 
ican institutions. There is a tendency to treat as rules of international 
law certain principles of American foreign policy. 

"It is important that the line of division be clearly appreciated by the 
student. Courses in the foreign policy of the United States should there- 
fore be distinctly separated from the courses in international law, and 



the principles of American foreign policy, when discussed in courses of 
international law, should always be tested by the rules which have re- 
ceived acceptance amongst civilized nations. 

"In a general course on international law the experience of no one 
country should be allowed to assume a consequence out of proportion 
to the strictly international principles it may illustrate."* 

International Law may be given either as a general course covering 
one term of twelve weeks (nine hours per week, including supervised 
study), or as a more detailed course extending through three terms. In 
the later case the subject divides itself naturally into three parts: the 
law of peace, the law of war, and the law of neutrality (although it may 
be deemed advisable to treat measures short on war, such as reprisals, 
etc., along with the laws of war). 

No list of topics need be given here. In the one-term course instructors 
should use their own judgment in determining what subjects can be 
treated briefly or passed over. In the three-term course, if that plan is 
adopted, the usual list of topics need not be greatly modified. The Hague 
Convention relating to warfare should in any event have special 
consideration. 



'Resolutions of Conference called by the American Society of International Law, April, 1914. 

COMMITTEE ON EDUCATION AND SPECIAL TRAINING, 

By R. C. MACLAURIN, 

Educational Director, Collegiate Section. 
September 23, 1918. 



(Advance Copy) C.b.lO. 

WAR DEPARTMENT 

COMMITTEE ON EDUCATION AND SPECIAL TRAINING 

Special Descriptive Circular 

GERMAN 

The courses in German are designed for two purposes : first, to prepare 
the student-soldier for service in all active branches of the Army, ard, 
secondly, to enable him to read scientific German in order that he may 
be better fitted for further study in preparation for technical branches 
of the national service. In preparing these recommendations, all other 
considerations than those just cited have been disregarded, and the 
methods which are emphasized below are intended to arrive at these re- 
sults most quickly. Under the intensive system of instruction outlined for 
the S.A.T.C. every efifort must be made to attain with the greatest prac- 
ticable speed the two aims in view: on the one hand, as great a facility as 
possible in the use of spoken German, with a vocabulary of military value, 
and, on the other hand, the ready command of a technical vocabulary 
for reading. Since a large number of men will have only a short time 
in college, it is necessary to use every device for simplifying formal in- 
struction in grammar, with a minimum of written translation of English 
into German. Even a slight amount of oral training in German may be 
at times of great value to military and naval units, and on this side, espe- 
cially in the military courses, no effort should be spared to intensify the 
work and put the student-soldier in a position to make actual and prac- 
tical use of all that he knows at any moment. 

There are at the present time almost no books available which are 
adapted for the teaching of military German. Until this need is met, use 
must be made of such German military and naval works as are to be 
found in college and university libraries. By means of dictation, mimeo- 
graphing of selected passages and similar devices, the student can be put 
in possession of such a technical military vocabulary as will supplement 
the more general material to be found in numerous college handbooks 
descriptive of German life and institutions. So many simple grammars 
and so many texts for scientific reading are already on the market and 
known to every instructor that it has not been thought necessary to 
specify ^ny of these. 

I. Elementary Course. (Three terms of twelve weeks each. Nine hours 
per week, including supervised study.) 
It is suggested that this course be divided into two parts: Part 1 (two 
terms), and Part 2 (one term). The course is intended as a basic course 
for both the Military and Scientific groups. Since the mastery of a skele- 
tonized grammar is a necessary basis for both, it is not advisable to divide 
these two groups of students in the first part. Wherever possible, how- 
ever, it is desirable to form separate sections in Part 2, as indicated below. 



PART 1. For those who have had no German. 

Outhne : Elementary forms, with especial attention to pronunciation 
The development of a simple vocabulary should be begun as early as 
possible through the reading- of easy material. Especial emphasis sb-ould 
be laid on the verb and pronoun forms and on the uses of the preposition, 
with the minimizing of other grammatical material. 

PART 2. For those who have completed Part 1. as above, or those who 
have had one year of secondary school German or its equivalent. 

Outline : Wherever possible, a differentiation should now be made be- 
tween those students intended for active service and those seeking 
further technical study. For the military student, the vocabulary will 
include colloquial terms dealing with the family, food and drink, clothing, 
house, home, travel, personal intercourse, etc. This class of students 
should be taught to write the German script as a means of learning to 
read it. Every effort should be made to train the ear to German sounds, 
with the employment of the phonograph, dictation and other devices. 
For the scientific student, constant attention should be given to the 
cultivation of an essential vocabulary through reading, word lists, etc. 

TEXTS: A brief grammar, with the elimination of all non-essential 
material; and a reader, in the selection of which the two groups of stu- 
dents should be borne in mind. 

II. Intermediate Military Course. (Two terms of twelve weeks each. 
Nine hours per week, including supervised study.) 
It is suggested that this course consist of two parts, and that both parts 
be given in each term. 

PART 1. For those who have had the Elementary Course, as above, 
or two years of German in a secondary school or its equivalent. 
Outline: Memorizing of idioms and word phrases, with constant insist- 
ence on the spoken word. The ear should be trained by dictation, con- 
versational exercises and the use of the phonograph. Some exercise 
should be given in writing simple German as an aid to memorizing forms. 
The reading of German script. The reading of German prose fiction of 
military content. Study of an English-German "phrase book" contain- 
ing military terms. 

PART 2. For those who have had Part 1, as above, or three years of 
secondary school German or its equivalent. 

A continuation of the work of Part 1, with constant exercises in con- 
versation. Even in written work, the refinements of grammar must be 
sacrificed to rapid progress in mastering the essential vocabulary for 
military purposes. Further reading of works of fiction and of historical 
prose of military content for increasing the vocabulary and for extended 
practice is recommended. 

The categories of words to be covered in this course should include 
the following: The individual (anatomically) — identity, clothing, and 
military outfit ; family ; vocations and occupations ; arms of military serv- 
ice ; prisoners of war; industrial and commercial concerns; merchandise 



and materials; cities, with their physical and political features, names of 
officials, etc. ; the open country — fields, farms, woods and common terms 
of topography; climate — meteorology, the weather (Centigrade and 
Reaumur systems I : means of communication and transportation — postal 
service, telegraph, telephone, wireless, roads, canals, railways, automo- 
biles, bicycles, airships and aeroplanes, ships of various classes, subma- 
rines, etc. ; newspapers and periodicals ; money ; weights and measures 
(metric) ; sanitation and health — disease, drugs, medicines, wounds, hos- 
pital service, etc. They should also include the terminology of active 
field service, with translation of German military records, reports, orders 
and proclamations. 

III. Intermediate Scientific Course. (Two terms of twelve weeks each. 

Nine hours per week, including supervised study.) 
It is suggested that this course consist of two parts, both parts to be 
given in each term if practicable. 

PART 1. Open to those who have had the Elementary Course (Course 
I) or two years of German in a secondary school, or its equivalent. 
Outline: Reading from an easy technical reader, with a gradual ad- 
vance to more difficult material. The acquisition of a simpler scientific 
vocabulary through the selection of material common to several branches 
of science, thus leading the student as quickly as possible from a basic 
vocabulary of common words into the simpler vocabulary of science. 
Some practice in word formation as an aid to learning a vocabulary. 

PART 2. For those who have had Part 1, as above, or those who have 
had three years of secondary school German or its equivalent. 
Outline : More difficult scientific material. In selecting materials for 
reading, attention should be given so far as possible to the scientific sub- 
ject chosen by the individual student. By private, parallel assignments 
the eft'orts of the learner should now be concentrated on the special field 
of his chosen scientific work. 

TEXTS : A carefully graded scientific reader. The works of popular 
writers on science, and scientific journals. 

IV. Advanced Military Course. (One term of twelve hours per week. 

Nine hours per week, including supervised study.) 
This course may alternate with the Advanced Scientific Course (Course 
V). It is suggested for those who have had the Intermediate Military 
Course, or four years of secondary school German or its equivalent and 
who can speak and understand the language with facility. 

Outline: Emphasis to be placed on colloquial and spoken German from 
the start. Much practice in reading difficult German script. The vocabu- 
lary should be expanded to include the whole range of military terms, 
with trench warfare and fortifications, ordnance — various types of fire- 
arms — quartermaster's department, military signal and communication 
service, engineering and aviation. A study of the system and organiza- 



tion of the armies of Germany and her alHes. A study of German geog- 
raphy (physical, commercial and political) and of German public insti- 
tutions. More dif^cult reading taken from historical (non-fictional) 
prose with a military vocabulary. The colloquial exercises should seek 
to embody material directly useful in training men for the interpreters' 
and intelligence services. Wherever possible it is very desirable that the 
reading of German shorthand be included. 

When desirable, a section should be formed for the members of the 
naval unit. 

TEXTS: Available material will have to be taken for the present, 
from current historical readers and from technical militarj' works. 

V. Advanced Scientific Course. (One term of twelve weeks. Nine 
hours per week, including supervised study.) 

This course may alternate with the Advanced Military Course (Course 
IV). It is intended for those who have had the Intermediate Scientific 
Course, or four years of secondary school German or its equivalent. 

Outline: The reading should, so far as possible, be specialized in those 
subjects to which the student intends to devote his technical study. The 
work should, therefore, be taken not merely from current scientific 
readers, but also from chemical, physical, electrical, biological, medical 
and other journals, with assignments for private and parallel reading 
from these and from works on those subjects. The student should be en- 
couraged to extend his vocabulary immediately to include the materials, 
instruments, etc., with which he is in contact in the scientific classroom 
and laboratory, and every effort should be made to give him at the earliest 
possible moment a working vocabulary for his immediate scientific pur- 
poses and to develop this to include as large a range as possible of the 
fundamental terms of the science in which he is specializing and its re- 
lated subjects. 

TEXTS: One of the more difificult scientific readers. Technical jour- 
nals and works. 

COMMITTEE ON EDUCATION AND SPECIAL TRAINING, 

By R. C. MACLAURIN, 
Educational Director, Collegiate Section. 
September 23, 1918. 



(Advance Copy) C.b.ll. 

WAR DEPARTMENT 

COMMITTEE ON EDUCATION AND SPECIAL TRAINING 

Special Descriptive Circular 

PHYSICS 

A survey of the probable needs of members of the Students Army Training 
Corps indicates that two courses will be most in demand at the outset: Ele- 
mentary Physics, covering the usual topics, and Mechanics, covering work in 
this subject more advanced than that ordinarily covered in an elementary 
physics course. 

/. Elementary Physics. Two terms of twelve weeks each, twelve hours per 
week (including laboratory work and supervised study). 

For admission to this course high school physics should not be required 
but trigonometry should be a prerequisite or should be required as a parallel 
subject and should be freely used in the course. (Exception may be made 
in the case of students preparing for the study of medicine and suitable ad- 
justment made for them.) 

To correspond with general and well-grounded practice the arrangement of 
the subject-matter should be : 

First term: Mechanics; properties of matter; wave motion and sound. 
Second term : Electricity and magnetism ; heat ; light. 

If a student, because of his age group, is able to take physics during one 
term only, the work of twelve weeks devoted to mechanics, properties of 
matter and wave motion will be more advantageous to him than any attempt 
to cover the whole field of elementary physics in the same space of time. 
The aim being to give him the most advantageous training within the time 
allotted, certain topics which are dealt with in the ordinary college course may 
appropriately be omitted from a war-time program, for example, musical 
scales, polarized light and X-rays. The importance of insisting upon precise 
terminology on the student's part and of crystallizing his ideas by the solution 
of numerical problems is self-evident. To promote keen thinking, moreover, 
the professional interest of the men must be actively aroused; it will therefore 
prove advisable to utilize, in the course of the work, simple illustrations and 
i>rol)lems which relate directly to the application of Physics in war. 

While the actual distribution of time to classroom instruction, laboratory 
work and supervised study may well be determined by institutions themselves, 
the following arrangement is offered as a suggestion : 

Lectures or experimental demonstrations — Two or three hours per week. 
Quizzes — Two hours per week. 

Laboratory work — One period of at least two consecutive hours per week. 
Supervised study — Remainder of the twelve hours. 



Durin-^- the hours allotted to supervised study an instructor should be 
present, or within easy reach, to assist the men on any difficult point. There 
should also be available for reference a number of the best of the larger 
college textbooks in Physics. 

Laboratory Instruction. Personal supervision in small sections is an abso- 
lute essential of good laboratory instruction. If duplicate apparatus is used 
so that all students are working on the same experiment, there should be at 
least one instructor to twelve students. If the students are performing dif- 
ferent experiments, the ratio of instructors to students should be about one 
to eight. There should be sufficient apparatus to permit each experiment to 
be performed by a student working alone. The instructor's entire attention 
during a laboratory period should be devoted to giving laboratory instruction. 
An institution should not permit a greater number of students to undertake 
work in physics than its instructors are competent to teach and its labor- 
atories can accommodate. 

The atmosphere of the laboratory should be such that an earnest student 
will look forward with pleasure to his laboratory work as affording him an 
opportunity to find out facts for himself. This certainly cannot be secured 
if a mechanical method of conducting the laboratory and of performing the 
experiments is practiced. The experiments should be selected to bring out and 
emphasize fundamental principles, to acquaint the students with the con- 
struction, theory and use of such devices and common measuring instruments 
as calipers, balances, simple machines, ammeters and voltmeters, cells, lenses; 
and to develop a certain facility in manipulation and in the taking and record- 
ing of data neatly and accurately. The personal contact of instructor and 
student in the laboratory should afford a valuable opportunity for the instruc- 
tor to clear up troublesome points and he should seek for and encourage 
any evidences of initiative and intelligent inquiry on the part of the student. 
Complete co-ordination of laboratory and classroom work is very desirable. 

The following are suggested as appropriate subjects on which to base ex- 
periments that can be performed in any reasonably well equipped laboratory : 

Measurements in which use is made of the simple vernier and the circular 
vernier; equilibrium of forces; moment of forces; simple balance; spe- 
cific gravity determinations (not more than one laboratory period). 

Simple machines, such as pulleys and inclined plane; accelerated motion; 
pendulum; Boyle's law with reading of barometer; pressure in liquids; 
elasticity. 

Magnets and electromagnets : resistance and its measurement : (1) Wheat- 
stone bridge, (2) ammeter and voltmeter; electrolysis; heating by :: 
current; principles of generator and motor. 

Thermal expansion ; calorimetry such as specific heat, latent heat and me- 
chanical equivalent of heat (not more than two periods) ; humidity. 

Refraction, index of refraction, total reflection; lenses; photometry; spectrum. 

General Content of the Course in Elementary Physics 
While it would not be wise to try to recast the teaching of the elements 
of physics in hundreds of colleges into a single mould, it may be well to 



indicate the principal things that may fairly be expected of the Students Army 
Training Corps student who has satisfactorily completed this course : 

He should be able to analyze and solve simple problems in statics that 
involve the equilibrium of coplanar concurrent forces; for example, a weight 
suspended by two strings, weight supported on inclined plane; problems on 
work and power, for example, the simple machines; problems on parallel 
forces by the principle of moments; center of gravity problems. 

In kinetics he should be able to determine the motion of a mass when acted 
on by a constant force, and to discuss the motion of falling bodies; to handle 
simple problems involving change of momentum, conservation of momentum, 
work and kinetic energy. 

He should be able to explain w^hy a mass constrained to move in a circular 
path exerts a centrifugal force on its support, and be able to solve numerical 
problems on centrifugal force. 

He can hardly be expected to have gained more than the simplest notions 
of the kinetics of rotation, but he should have some physical conception of 
moment of inertia and its relation to torque and angular acceleration. Appre- 
ciation of the simple precessional phenomenon of the gyroscope is desirable. 

His knowledge of universal gravitation may be limited to the inverse 
square law and its result in the variation of the acceleration of gravity with 
altitude and latitude. 

Of simple harmonic motion he should know the essential characteristics; 
and he should understand the simple pendulum as a time keeper and the 
relation between its length and its period. 

Of the properties of solids he should have exact ideas of density, tensile 
strength, Hooke's law and possibly Young's modulus of elasticity. 

Of the properties of liquids and gases he should understand the transmis- 
sion of pressure, variation of pressure with depth in liquids, buoyancy, at- 
mospheric pressure and the causes of its variation, Boyle's law, the principles 
of pumps and pressure gauges. 

Considerations of momentum and kinetic energy of fluids in motion, as, for 
example, in the hydraulic ram and water wheel, should not be beyond him. 
He should have been given some illustrations of the phenomena of pressure 
in fluids in motion as, for example, the action of the ordinary filter pump. 

He should know how both longitudinal and transverse waves are produced 
and propagated and be able to show what is meant by the reflection, refrac- 
tion, interference and diffraction of waves through the use of familiar water- 
wave, sound and light illustrations. He should look upon sovind as a special 
case of wave-motion and know the approximate velocity of sound waves in 
air and water, the effect of temperature on the velocity, how echoes are pro- 
duced, the characteristics of pitch, intensity and quality, and other useful facts. 
He should have had the principle of resonance impressed upon him not merely 
in its application to sound, but also in its relation to mechanics, light and 
electricity. 

An understanding of ordinary thermometers and the two common ther- 
mometric scales, may be expected, and the ability to solve problems involv- 



ing linear or volume coe^cients of thermal expansion. He should be able to 
tell how much the pressure of a gas in a confined space will change for a given 
change in temperature. Heat as a measurable quantity, the mechanical equiva- 
lent of heat and the principle of conservation of energy should be well under- 
stood; also in connection with heat engines the second principle of heat should 
be in mind. He should have a fair idea of the operation of a gas engine as 
well as of a steam engine. The phenomena of change of state, and the main 
facts in regard to heat transfer are also to be understood. An understanding 
of such terms as relative humidity and clew point is to be expected. 

His notion of magnetic field should be pretty definite, for example, he should 
be able to sketch the approximate distribution of field about magnets of 
various shapes. The magnetic field of the earth, declination of the com- 
pass, and dip should be understood. 

Correct ideas of quantity of electricity, the law of force between charges, 
distribution of charge on conductors, electrostatic induction, potential and 
capacity are all that may be expected in electrostatics. If quantity of elec- 
tricity is visualized by the student as so many electrons it is all the better, 
and in any case it will be unfortunate if he is unable to connect up closely 
his ideas of electrostatics with his ideas of electric currents. 

In studying the subject of electric currents the student should have it made 
as concrete as possible ; for example, he should be quite familiar with the ordi- 
nary units such as ampere, volt, ohm, kilowatt, kilowatt-hour, and the quan- 
tities involved in ordinary electrical devices such as incandescent lamps or 
fan motors. Topics that he should hardly fail to have studied are — primary 
and secondary cells, electrolysis, resistance and fall of potential in circuits, 
Ohm's law as applied to circuits and portions of circuits, heating efifect and 
energy of currents, electro-magnets, interaction between current and magnetic 
field, voltmeter and ammeter, electro-magnetic induction, induction coil, self 
induction, simplest types of generators and motors, telephone, electric oscilla- 
tions and waves, radio telegraphy. 

The dififuse reflection of light and its importance in making objects visible 
should be appreciated, as well as the specular reflection of light within its 
application to the formation of images in mirrors. In tracing the passage of 
a ray of light through a glass prism, he should know the laws of refraction 
and the physical fact of the change in the speed of propagation with its effect 
on the bending and dispersion of the light, and on its total reflection. With 
lenses he should be able not alone to solve numerical problems but to form 
experimentally real and virtual images as requested when provided with a 
source of light and a set of lenses. He should be able to apply these simple 
ideas to the construction of the camera, microscope and telescope, whose prin- 
ciple of operation can be easily understood provided all the refinements of 
optical construction are omitted. In photometry the simple methods of light 
comparisons are all that can be expected, but the subject can readily serve as 
a means of introducing the student to the ideas of resistance and its measure- 
ment by the use of a voltmeter and ammeter. In the analysis of light by 



means of a prism his attention should have been called to the spectrum of 
sunlight, the light of an incandescent lamp and of a luminous gas, and he 
should have been encouraged to discover by the use of a spectroscope the 
cause of the color of bodies. 

//. Mechanics. One term of twelve weeks, nine hours per week, of which 
three hours should be devoted to classroom instruction and six to super- 
vised study. 

It should be recognized that while men who have studied mechanics to the 
extent usually covered in an elementary course on Physics has some concepts 
to build upon, they are not able to apply the principles of Mechanics to con- 
crete problems with any facility. In the Artillery Corps and in the Air Serv- 
ice there is need of a practical knowledge of statics, kinetics and the mechanics 
of fluids. In the treatment of statics attention should be paid to graphic treat- 
ment. Numerical problems should be used which will develop ability to use 
units properly and to make correct transformations. The student should 
learn to use English and metric units interchangeably. 

It is better if the calculus can be used in this course but a very serviceable 
treatment can be given if students are able to use trigonometry well. In 
any case the course should not be made mathematical to the extent of spending 
much time over problems that reduce to mathematical puzzles for the student. 

The extent to which the work of this course is directed to special applica- 
tions (as for the Artillery Corps or the Air Service) may well depend upon 
the group of students taking it. It should not be difficult for the instructor 
to draw illustrations and problems from the mechanisms with which the 
officer-candidate may later have to deal, such as guns, recoil mechanisms, gas 
engines, airplanes and airplane parts, trucks, etc. 

(This course in a measure parallels the corresponding work included in 
Mathematics. [See the Special Descriptive Circular C.b.2. on Mathematics.] 
Either may be offered in a particular institution, or a program intermediate 
in character may be given by co-operation of the two departments. It will 
rarely be advisable to offer both courses separately.) 

COMMITTEE ON EDUCATION AND SPECIAL TRAINING 
By R. C. Maclaurin, 
Educational Director, Collegiate Section. 
September 25, 1918. 



(Advance Copy) C.b.l2 

WAR DEPARTMENT 

COMMITTEE ON EDUCATION AND SPECIAL TRAINING 

Special Descriptive Circular 

HISTORY 

The purpose of this circular is to suggest courses in history which in 
length and character will enable members of the Students Army Training- 
Corps to finish some definite period of history and that a period which 
may have a special value for them at this time. 

For this reason three courses* in recent history are suggested: (1) A 
course in recent American history from the opening of the Civil War to 
the present, (2) Modern European history, 1850 to the present, (3) Mod- 
ern English history, 1832 to the present. 

Each course should cover twelve weeks, allowing three hours of class- 
room work and six hours of supervised study per week. 

The course should be essentially of Freshman grade. Not more than 
thirty-three class periods can be counted on, exclusive of examinations, re- 
views, etc., for any one of the three courses. 

The brief time given, the fact that in the smaller colleges the instructor 
may also be required to give other social science work, the necessity of defin- 
iteness, the lack of detailed syllabuses, will give the teacher and textbook much 
importance and responsibility in these courses. The work should not be given 
without a text, unless, as may be the case in some institutions, there is an 
equivalent well organized course, with an adequate staff of lecturers, as- 
sistants, etc. 

Suggestions of main points to be emphasized are given in connection with 
each course. Military history will necessarily take a definite place in any of 
these courses, but any attempt to explain a world war by reviewing a flock 
of lesser wars would only tend to restore the intellectual confusion which 
this war itself has swept away. Fundamental movements and events should 
be kept in sight. They have a bearing not only on the war but also on 
factors in reconstruction. 

If possible a choice between at least two of these courses should be of- 
fered in each term. If this is not possible, they should be given in sequence 
— the order depending upon the judgment of the instructors and the in- 
terests of the students. 



♦District Directors may approve any one of these three courses (Modern European History, 
History of England 1832 to present. History of the United States 1861 to 1918) as a substitute for 
the historical part of the War Issues Course, or the three of them combined as a substitute for 
the entire War Issues Course. 



Work in these courses should be done in the best temper and spirit of 
historical teaching. The cause represented by America and the Allies can 
only gain by the presentation of the truth. 

I. HISTORY OF THE UNITED STATES, 1861-1918 

The main object of the course is to give the student such a view of our 
recent history as will enable him to understand the present crisis in the 
light of recent past events. Some phases of our history which are of great 
importance when domestic problems are uppermost may now give place to 
others which have a more direct bearing upon the present situation. The 
strategy of battles, the raising of armies, the support of the war in money 
and men, and the relation of land and naval defense are of greater sig- 
nificance than ever before since 1865. Foreign politics have a distinct 
relation to this crisis and they mean much in its outcome. There are, also, 
some important internal affairs whose relation to the existing situation is 
such that they require emphasis in a course like this. The best plan to 
follow in the time allowed is to emphasize the topics that point to the war 
that now rages, or prepare the student to grasp the ideas that make up the 
sum of our national purpose. In pursuing these aims the individual in- 
structor will work out his problem in his own way, but he will find the 
following outline of topics a useful basis, from which he may make neces- 
sary variations : 

I. The Civil War 

The strategy of the eastern and western campaigns as two unified move- 
ments, with the tactics of at least one important battle; the blockade; the 
chief naval actions; war finance, and foreign affairs as they bear upon the 
results of the war ; the Civil War a crucial point in the history of free 
government; influence of its outcome on free government everywhere; the 
present war the next great crucial point. 

2. Political History since the Civil War 

Summaries, with emphasis on memory work, of the presidencies and 
their chief political events, from 1865 to 1897, to be used as a framework 
and background for topics suggested below ; later on a similar survey should 
be made of the administrations from 1897 to 1917; in this way the teacher 
can present the small amount of party history that is necessary in this course. 

J. The Large Internal Problems 

Occupation and development of the Far West; public education; immi- 
■gration; railroads and telegraph; civil service reform; industrial com- 
binations; labor organizations; relation of a free government to these com- 
pared to that of an autocratic government. 



4- The Widening Scope of American Diplomacy 
Tlie importance of the Pacific; the Samoan incident; Hawaiian annex- 
ation ; the \'enezuelan boundary ; relations with Mexico ; the later stages 
of the Monroe Doctrine; Germany's attitude toward it now shown. 

5. The War Against Spain 

The causes of the war; the Manila and Santiago campaigns; deficiencies 
revealed; sanitation, volunteer system, mobilization, staff organization; at- 
titude of Britain and of Germany. 

6. The War in the Philippines 
The establishment of self-government ; the Philippine revolt ; education 
and trade; compare attitude of Germany toward its aboriginal subjects. 

7. Political History from iSgy to 19 17 
Treat by administrations, with memory work, as suggested above. 

8. New National Problems 
The Far East and the open door; the Cuban Republic; the Panama 
Canal; arbitration and other means of preventing war; The Hague Con- 
ventions; national defense and the new navy; relation of Germany to some 
of these matters. 

p. Internal Reorganization 
Extension of the suffrage and direct government ; social and economic 
reforms; conservation of natural resources; irrigation. 

10. The United States and the World War 
Origin of the war; American neutrality and its obligations; Germany's 
contemptuous attitude toward neutrals; submarine warfare; the declara- 
tion of war; a full and extensive treatment of why America entered the 
war; preparations; the war aims of the United States. 

n. MODERN EUROPEAN HISTORY, WITH SPECIAL REFER- 
ENCE TO GERMANY 

I. Heritage of the French Revolution 
The rights of man — equality before the law; free speech, press, etc. ; popular 
sovereignty; constitutional government; government by law, etc.; relation of 
all this to the issues of the present war; nationality; the Revolution makes 
a nation of France, and spreads the ideal of nationality; expansion of the 
Revolution: the Napoleonic era of conquest; the Congress of Vienna, Rela- 
tions to the present war; conflict of reactionary and revolutionary ideals 
from 1815 to 1850 especially in Germany; Revolutions of 1830 and 1848. 



2. Era of National and Liberal Reconstruction, 1850-18"/^ 
Reactionary forces in control, 1850-1860, in Germany, Austria, Italy, and 
France; the second Empire to 1860; the work of Cavour, 1850-1859; pre- 
paration for Italian unity ; the war with Austria and the founding of the 
Italian Kingdom, 1859-1870; Bismarck and German unity, 1862-1867; 
the "Liberal Empire" in France (1860-1870) and the Franco-Prussian War; 
the Third Republic, 1870-1875; the founding of the German Empire; the 
imperial constitution; founding of the Dual Monarchy of Austria-Hungary, 
1860-1867; study of one battle and one campaign (preferably the campaign 
of the Franco-Prussian War, and the battle of Konnigratz, 1866). 

J. Period of German Ascendancy in Europe, of the new World Industrial 
Order and the Rise of the Nezu Imperialism, 1870-1898 
Bismarck's domestic policy ; the institutional consolidation of the new 
Empire, — the first period to 1878; Bismarck's domestic policy, — the second 
period, 1878 to 1890; Bismarck's foreign policy; diplomatic consolidation of 
Germany's position in Europe, — the Dual and the Triple Alliances. The new 
■industrial order; application of steam and electricity to production, transpor- 
tation, and communication ; concentration of industry and labor in the 
factory system of production; world organization of finance, trade and in- 
telligence ; accumulation of capital seeking investment and of European com- 
modities seeking markets; demand for raw materials in tropical and unde- 
veloped countries. Disraeli and the revival of the imperial idea in England; 
the extension of the colonial empire of England in the '80's and '90's; the 
Boer War. French colonial expansion in the '80's and '90's. Russia ; reform 
and reaction under Alexander II; the imperialistic expansion of Russia into 
Siberia; the Dual Alliance with France, 1890; the Russo-Japanese War. 
Austro-Hungary, Italy, and the Balkans in the '80's and '90's. Efforts at 
international understandings: the African conferences of 1884-1885, and 
later; the Hague conferences of 1899 and 1907. 

4. Rise of Aggressive Imperialism and Growth of Autocratic and Pan-Ger- 
man Ideals in Gennany ; Decline of Imperialism and Extension of 
Democracy in Great Britain and France (i8g8-ipii) 
Accession of William II ; character, exaggeration of ideal of autocracy, 
new policies, Germany a world power ; the growth of German population, 
industry, merchant marine, commerce ; beginning of colonial policy under 
Bismarck; Bismarck's idea of Germany as a colonial power; new naval and 
colonial policy in Germany — growth of the navy; Germany in China; the 
new Balkan policy, relations with Turkey, Bagdad railway scheme ; German 
philosophy of conquest and Kultiir — idea of Germans as the one "pure" race, 
hence of the superiority of German civilization or Kultur, historical destiny of 
Germany to become the dominant world power, duty of Germany to realize 



her destiny by diplomacy and economic competition if possible, by force if 
necessary. Decline of the imperial ideal in England after the Boer War, and 
in France after the Dreyfus and Fashoda affairs, and in Russia after the 
Japanese War; extension of social and democratic legislation in France and 
England after 1900; the Russian reform of 1905, the Duma. Defensive 
alliances against the new German spirit of aggression: the settlement of 
outstanding difficulties between Great Britain and France, 1898-1904, the 
Entente Cordiale of 1904; the "naval conversations" supplementing this un- 
derstanding, 1905-1912; commercial treaties and understandings between 
Italy and France, England and Japan ; consolidation of the Triple Entente by 
the treaties and conventions of 1907, particularly by the Russo-British 
convention respecting Persia; efforts of Great Britain to reach an under- 
standing with Germany which would preserve tlie peace, 1904-1914. 

5. Germany Abandons Diplomacy for War, ipii-ipi4 
The first and the second Morocco crisis, 1905 and 1911; the Balkan 
question — the annexation of Bosnia and Herzegovina to Austria in 1908, 
the Italian War in Tripoli and the Balkan Wars of 1912-1913; the Serbian 
affair and the beginning of the War in 1914. 

III. HISTORY OF ENGLAND— 1832 TO THE PRESENT 

I. Em of Liberal Reform, 1832-1869 
Reform Act of 1832; poor-relief legislation; development of sanitation, 
public health regulations, and local government ; factory legislation ; rise 
of Trade Unions; Free Trade movement; development of railroads; Chart- 
ism; the neutralization of Belgium, and the obligations which this imposed 
on Britain; the Palmerston policy in foreign affairs; Britain and Liberal 
and National movements on the Continent ; tendencies in Germany ; Crimean 
War, causes and campaigns; Ireland and agrarian legislation; Second Reform 
Act (1867); Dominion of Canada Act (review Canadian rebellion of 1837 
and Lord Durham's report). 

2. Great Britain, i86p-ipo2 
Movement to give up the colonies; Disraeli and New Imperialism; Glad- 
stone's foreign policy; Third Reform Act; First Colonial Conference, 1887; 
development of British South Africa and the Boer War; Britain in Egypt; 
Australian Federation ; Imperial Conferences ; Joseph Chamberlain and his 
proposed tariff policy ; comparison with colonial and foreign poHcy of 
Germany. 

J. Social Democracy and Diplomatic Revolution, 1902-1914 
Progress of Liberalism ; the Liberal Government of 1906. The signifi- 
cance of its personnel — the Radical element; growing influence of the Webbs 



and of the Labor Party and the reasons for it. Education Act, Licensing 
Act, Plural Voting Bill, Old Age Pensions, Lloyd George Budget (1909), 
Parliament Act of 1911, the New Policy in India, National Insurance Act. 
Irish Home Rule Bills, Irish parties, Ulster trouble; Ireland during the War, — 
Sinn Fein. Defense against German military imperialism ; Entente Cordiale 
(1904); Russian Convention (1907) and the Triple Entente; Liberal Gov- 
ernment and Foreign Policy. Efforts to get better relations with Germany ; 
British Conciliatory Offers to Germany (1912); Anglo-German arrange- 
ment about Mesopotamia, June 1914; the so-called policy of encirclement. 
Outbreak of the War; the support of the colonies and their new influence — 
Smuts, Borden, Hughes; campaigns, the Government control of industry 
and agriculture ; the Government and Labor ; the new taxation ; the new 
Education Bill; the program of the Labor Party. 

COMMITTEE ON EDUCATION AND SPECIAL TRAINING, 

By R. C. Maclaurin, 
Educational Director, Collegiate Section. 
October 1, 1918. 



(Advance Copy) C.b.l3. 

WAR DEPARTMENT 

COMMITTEE ON EDUCATION AND SPECIAL TRAINING 

Special Descriptive Circular 

GEOLOGY AND GEOGRAPHY 

The courses here described are intended to give a general knowledge which 
will be valuable to the officer or soldier in any branch of the service. Insti- 
tutions in which training for special branches is given should organize their 
courses with a view to the particular service they prepare for. The instruc- 
tion should be direct and practical and should bear as closely as possible 
on military needs. 

GEOLOGY AND GEOGRAPHY 

2 terms, 9 hours per week ; or, condensed course, 1 term, 9 hours per week. 
3 hours classroom work ; 6 hours study and field work. 
In this course emphasis should be placed on kinds of rock and soil, their 
behavior under traffic and in excavations; road and structural materials; 
position, means of recovery, quantity and (juality of ground water, the rela- 
tion of ground water to excavation; rivers and river deposits, swamps, quan- 
tity and quality of surface water; and interpretation of both topographic 
and geologic maps with the relation between geologic condition and topo- 
graphic form. In connection with these geologic topics the fundamentals of 
Meteorology and Climatolog\' should be presented if possible. (See Ele- 
mentary Course in Meteorology.) 

This course should be closely connected with that on Surveying, Topog- 
raphy and Map Making, dealing with the construction of plane maps and 
topographic maps and the making of sketches with simple apparatus. 

The course may be organized as follows : 

Rocks : chief types, nature, structure ; attitude with particular reference to 

tunneling, trenching, foundations, gun emplacements and road building. 

Economic Relations and Military Use of Minerals : minerals of the United 

States, imported minerals, foreign mineral supplies, mineral supplies of 

Germany and Austria. 

Soils: physical composition, depth, water capacity, drainage, suitability for 

roads, foundations, defensive works; talus, landslides. 
Streams : types with respect to transport and traverse in defensive operations ; 
volume, gradient, velocity; rapids, bends; liability to and eflfects of 
floods ; stream behavior with respect to roads, bridges, pontoons, fords 
and traverse along banks. 
Lakes and Swamps; types of lakes and lake basins with respect to militarv 
operations, depth, nature of the shore, fluctuation in level, vegetation 
of swamps and lake shores as indicative of depth and of kind of mate- 
rial forming bed. 



Ground Water: amount, position in ground, fluctuation in level as related 
to tunnels, trenches, roads; location of wells in various types of rocks 
and soils ; quality of water, contamination. 

Land Forms : types of valleys, hills, plains and other topographic features 
with reference to conditions of transport, traverse, defensive and of- 
fensive operations. Interpretation of landscape of the battlefields. 

Map Making: relation to map reading and map interpretation, relation to 
interpretation of land forms and geological formations of military 
significance. 

Reading" and Interpretation of Topographic Maps: types of maps and ad- 
vantages compared, scales and symbols employed by American and Euro- 
pean map makers ; construction of profiles ; feasibility of moving troops, 
artillery, etc., across country represented by the map and estimate of 
time required; determination of one's position; areas of visibility and 
invisibility plotted from one point and two points; arrangement of 
streams, lakes and swamps with reference to roads, bridges, drainage, 
water supply and pollution; relief features as indicative of ground and 
underground conditions. 

GEOGRAPHY OF EUROPE 

1 term, 9 hours per week, 3 hours classroom work, 6 hours preparation and 
study. 

This course should present a general summary of the physical features 
of Europe and contiguous portions of Asia and show their influence on the 
historical, social and commercial development of the inhabitants. This should 
include a description of the natural divisions, climate, agriculture, forestry 
and mineral resources of the continent as a whole, the means of intercom- 
munication and the character and direction of movement of essential com- 
modities. 

This general presentation will be supplemented by more detailed discus- 
sions of the terrain, climate, agricultural, mining and other industries for 
each of the countries with special reference to the self-sufificiency of the 
individual countries and the influence exercised by the natural and social 
factors on the problems of the war. 

COMMITTEE ON EDUCATION AND SPECIAL TRAINING, 

By R. C. Maclaurin, 
Educational Director, Collegiate Section. 
October 1, 1918. 



(Advance Copy) C.b.l4 

WAR DEPARTMENT 

COMMITTEE ON EDUCATION AND SPECIAL TRAINING 

Special Descriptive Circular 
PSYCHOLOGY 

Three courses are here outlined, suitable for members of the Students 
Army Training Corps. Each should cover one term of twelve v^^eeks, 
allowing nine hours of classroom work and supervised study per 
week. Unless students have had more than an elementary course in 
general psychology they ought to take the first course here out- 
lined before being admitted to the second. If the enrollment justi- 
fies it, the first course may be repeated to advantage in the second 
and third terms. 

COURSE I. AN ELEMENTARY COURSE IN THE STUDY OF 
HUMAN ACTION. 

I. The general characteristics of personal action and the conditions of 

effective reaction to new^ situations. 
Difference between the reactions of a thing and the reactions of a 
person. Reflexes and their characteristics. Habits, their origin and 
importance. X^oluntary action. Reaction time. The personal equation. 
Initiative. Practical intelligence. Estimating the situation, The mis- 
sion or goal of action. Selection and choice. 

II. Individual diiferences and their military exploitation. 

The varieties, extent, measurement and causes of individual differ- 
ences. The relative influence of inheritance and experience. (Develop- 
ment battalions.) Intelligence tests. The classification of personnel in 
the Army. Trade tests. Rating scale for officers. 

III. The learning process. 

General characteristics of habit formation. Plasticity. Fluctuation. 
Improvement and its limits. Fatigue. Kinds of learning; trial and 
error (laws of repetition and effect) (drill), associative learning, imi- 
tation, reorganization. Laws of fatigue, saturation ("fed-up" condi- 
tion). Forgetting. \\'arming-up process. Individual differences in 
learning. Rate of learning. Selection of men for schools. 

IV. Principles of leadership. 

Physical and mental essentials, value of knowledge, confidence, en- 
thusiasm, reliability, resourcefulness. Crowd psychology. Principles 
of discipline. IMethods of influencing others: command, suggestion, 



argument, sympathy, sternness and softness. Traditions of conduct. 
Indoctrination. Prestige. Special problems of the draft. 

V. Motivation and Morale. 

The emotions., Ideals and incentives. Interests. Motives. Positive 
and negative incentives. Origin of ideals. Relative force of different 
incentives. Methods of developing and controlling ideals. Discipline. 
Punishment. Motor outlets. Direct and indirect teaching. The mili- 
tary value of morale. What factors modify morale in the Army, people, 
workmen, enemy. Specific times of danger or fluid morale. Means 
used to develop morale in camp and field and among the different classes 
of people. Esprit de corps. 

VI. The sources and the critical estimate of information. (The psy- 

chology of observation and report.) 
■ Individual differences in sensory capacity. Utilization of persons with 
exceptional acuity. Individual differences in twilight vision, etc. Com- 
moner defects and limitations. Perceptual errors. Commoner illusions 
that have military significance. Chief principles in camouflaging de- 
signed to prevent acquisition of information. Observation; systematic 
perceiving; knowing what to look for; interpreting the "senses." Train- 
ing observers; its nature and possibilities. Memory (retaining and re- 
Calling what has been observed). Commoner limitations and defects 
of memory and recall, like omission, insertion, substitution, transposi- 
tion. Verbal formulation (stating what is recalled of what was ob- 
served). Forms of report; the narrative and the questionary. Art of 
questioning; influence of suggestive questions and the like. Special 
problem of using quantitative terms in reports, as meters, inches, min- 
utes, degrees, number. Effect of excitement and emotional stress gen- 
erally on report. Intentional misrepresentation ; lying. Military intel- 
ligence methods; organization and training. 

COURSE II. EDUCATIONAL PSYCHOLOGY 

Especial emphasis in this course should be laid on problems of per- 
sonnel, mental testing and examination, the education of retarded adults 
and re-education of the wounded. It should also include a summary of 
practical rules for teaching, based on analysis of the problems of instruc- 
tion involved in military training — e. g., in close order drill, manual of 
arms, signal work, map work. 

COURSE III. THE PSYCHOLOGY OF REASONING 

This course should include perception, the concept, memory, imagina- 
tion and reasoning. Under reasoning, emphasis should be laid on the 
processes of induction and the interpretation of facts. The following 



topics are recommended: Psychology of. meaning. Natural and convenr 
tioual symbols. Systems of experience and their implications. The mind" 
of an expert. Difftculty of distinguishing between observation, and in- "^ 
tecpretation. Correct interpretation as the goal of thinking. Distinc- 
tion between cock-sureness and critical certainty. The mind of an ama- 
teur. The collection of data. When the data are adequate. What facts 
are relevant. The explanation of a fact; what a fact implies. Inter- 
pretation by analogy; its popular appeal and its dangers. The analysis 
of data. Reference to systems of cause and eft'ect. Systematizing frag- 
ments of information ; circumstantial evidence. The making and testing 
of hypotheses. Values and dangers of hypotheses. Natural law and 
practical certainty. The estimation of probability. Common sources 
of error in inference. Tradition and habit. Emotional bias and preju- 
dice. Suggestibility. Fixed ideas and delusions. The reasoning of 
crowds. The fallacies. 

The elementary course in psychology that is recommended for the 
Students Army Training Corps differs from the traditional first course 
both in content and arrangement. It is applied psychology rather than 
systematic, and emphasizes the psychology of conduct rather than intel- 
lection. The plan of these changes is to omit all questions of purely 
theoretical and speculative interest and to bring together in a single 
course those factors of systematic and applied psychology that relate ' 
most directly to military experience. 

This includes not merely the psychological principles of military train- 
ing and leadership but the special applications of psychology to the pres- 
ent war. In particular this includes the means for finding properly qual- 
ified personnel for new military tasks, for testing and classifying the 
drafted men to meet the technical and administrative needs of the rapidly 
expanding Army, and to prevent those who are unfit from having im- 
proper responsibilities put upon them ; the systematic rating scales that 
have taken the place of casual opinions concerning the fitness of men for. 
the duties of officers; the psychological principles of morale and of the 
so-called psychological offensive. 

While it is desired to leave each instructor the greatest freedom for 
personal initiative in the presentation of this material, it is recommended 
that reading assignments, formal reports, and classroom discussions be 
used rather than lectures; and that wherever practicable, concrete mili- 
tary problems be used for illustration. . 

Aside from the familiar text books and monograph literature on sys- 
tematic, physiological, educational and business psychology, the atten- 
tion of the instructor is called to relevant literature on crowd psychology, 
suggestion, business management and ef^ciency. 

Valuable reference may be made to historical, biographical and eye- 



witness accounts of the war, and to war psychologies. Especially im- 
portant from the standpoint of the present course are the psychological 
contributions of Army and Navy officers. It is impossible for instruc- 
tors to get too thoroughly indoctrinated with the military point of view. 
For this purpose, the following monographs will be found of especial value : 

Captain R. R. Belknap, U. S. N. Colonel Applin, 

Military character Lectures on Discipline and Training 

U. S. Naval Institute Proceedings Army War College, 

Volume U, No. 179, p. 1 1918. 
January, 1918. 



Major C. A. Bach, 
Leadership 

U. S. Naval Institute Proceedings 
Volume 44, No. 186, p. 1819 
August, 1918. 

Major LeRoy Eltinge, 
Psychology of War 
Fort Leavenworth 
Army Service Schools Press 
1918. 

Rear-Admiral Austin M. Knight, 
The Estimate of the Situation 
U. S. Naval Institute 
April, 1915. 



Surgeon J. F. Leys, 

Mental and Moral Training for War 
U. S. Naval Medical Bulletin, 
April, 1915, p. 165. 



Vice-Admiral William S. Simms, 
Military character 

Infantry Journal, Volume XIV, No. 8, 
February, 1918, p. 553. 



October 1, 1918. 



COMMITTEE ON EDUCATION AND SPECIAL TRAINING, 

By R. C. Maclaurin, 
Educational Director, Collegiate Section. 



(Advance Copy) C.b.l5 

WAR DEPARTMENT 

COMMITTEE ON EDUCATION AND SPECIAL TRAINING 

Special Descriptive Circular 

HYGIENE AND SANITATION 

The course on Hygiene and Sanitation outlined below is designed to cover 
one term of twelve weeks, allowing a total of nine hours per week for class- 
room work and supervised study. The topics suggested are given in further 
elaboration of the list presented in General Circular C.a.4, par. 11 (C). 
Hygiene and Sanitation is listed as an essential subject for students in 
Group I (see Circular C.a.4, par. 8). The instruction should be as prac- 
tical and definite as possible and should be illustrated by diagrams of camp 
organization, sanitary devices, etc. In class discussions, quizzes and exam- 
inations the questions should bring out clearly the proper action to be taken 
by officers for the health of their men and by soldiers for their own health. 

The course outlined is a tentative one, and must be adapted to meet local 
conditions; and the topics must be treated in a broad and elementary fashion 
suited to the capacity of the students. Each of the suggested topics may be 
treated in one class meeting. 

I. Military Life: — Necessity of physical fitness; The old-time army sur- 
geon, — care of sick and wounded ; Present-day methods based on prevention 
(a. Ambulance service, b. Hospital service, c. Hygiene and sanitation, d. 
Morale) ; Individualistic character of army life — a man must know how to 
take care of himself; Communistic phases of army life, association of men; 
Military environments (a. The trench, b. The temporary camp. c. The billet 
and dug-out. d. The permanent camp. e. The march. ) ; The responsibility 
of the officer for the health of his men ; Duty of soldiers to civilians. 

II. The Living Machine. Health and Disease: — Health and disease — 
ancient theories of disease (a. The demonic theory, b. The theory of the 
four humors.) ; Rise of modern physiology and sanitation — the living ma- 
chine; Health, the normal, disease the abnormal working of the living ma- 
chine; Internal and external factors in disease — personal hygiene and public 
sanitation. 

III. Parasitism and the Microbes of Disease: — ^Meaning of the word 
parasite (the mistletoe) — animal parasites — hookworm disease; The bac- 
teria — discoveries of Leeuwenhoek, Pasteur, Koch, Lister — form, size, struc- 
ture, physiology of the bacteria — how they cause disease; The protozoa and 
their relation to disease; Filterable viruses. 

IV. Sources and Modes of Infection: — Short life of disease germs out- 
side the body; The incipient case, the missed case and the carrier — human 



beings the source of danger; Spread of disease germs by contact; Spread by- 
food and water; Spread by insects; Relatively slight importance of long- 
distance transmission by fomites; Direct transfer of human discharges the 
danger. 

\^. Disposal of Excreta and Solid Wastes: — Distinction between mere 
litter and wastes dangerous to health; Danger of spreading fecal matter on 
surface of ground; Latrines — construction and maintenance (a. For tem- 
porary use. b. For longer use.) ; The pail system (a. For trenches, b. For 
camps.); Disposal of urine (Night service); Garbage disposal (a. Open 
incineration, b. Types of incinerators, c. Utilization.) ; Disposal of manure; 
Disposal of dead animals ; Necessity of camp cleanliness. 

VI. Sewage Disposal: — The water carriage system— its advantages, its 
dangers; Quantity of sewage — variations in flow; Character of sewage (a. 
Organic matter, b. Bacteria, c. Grease.) ; Removal of suspended matter 
(a. Screens, b. Settling tanks, c. Septic tanks.); Processes of oxidation 
(a. Application to land. b. Contact beds and trickling filters.); Dilution of 
sewage — advantages and dangers; Disinfection of sewage; Points of simi- 
larity and difference between municipal sewage disposal and sewage disposal 
of military camps; Disposal of grea.sy water — sinks, wastes and bath water. 

VII. Water Supply: — Quality of water; Water analysis — object and gen- 
eral methods; Sources of water supply (a. Ground water, b. River waters. 
c. Lake supplies.) ; Water purification (a. Storage, b. Sedimentation, c. 
Filtration, d. Disinfection, e. Distillation.). 

VIII. Military Water Supplies: — Quantity of water (a. On the march, 
b. In the temporary camp. c. In the permanent camp. d. Requirements 
of animals.) ; Use of old wells— dangers ; Field disinfection (a. Small quan- 
tities, b. Large quantities, c. Permanent supply.); Field filtration; Storage 
and distribution of waters (a. In camp. b. On the march, c. In the 
trenches.); Use of canteens. 

IX. Catnp Sites: — Military requirements; Topography; Nature of soil; 
Natural drainage, — standpoint of sewage disposal; Supplies of water, for- 
age, fuel; Layout of camps; Examples of camp layouts. 

X. Sanitation of Foods: — Possible dangers from foods, human infections, 
animal infections, foreign poisons; Milk epidemics — danger of bovine tuber- 
culosis; Pasteurization the only sure safeguard; Shellfish and other raw 
foods: Diseased meat; Food poisoning, specific infection with paratyphoid 
and botulism; Adulterants and preservatives; The carrier in the kitchen. 

XL Food and Nutrition (A).- — Calorimetry of foods; Oxidation of food 
in the body; Animal calorimetry; The basal metabolism; General influence 
of temperature, of food ingestion and of mechanical work on metabolism; 
Condition and length of life in starvation. 



XII. Food and Nutrition (B); — The behavior of protein in metaboHsm; 
The behavior of carbohydrate ; The behavior of fat ; The requirement for 
saks; The vitamines; A balanced diet. 

XIII. Food and Nutrition (C) : — The influence of mechanical work on 
the protein metabolism; The iniluence of marching and of carrying equipment 
on metabolism and food requirement; The importance of flavor and psy- 
chology of good cooking and clean service; Avoidance of waste; Grain 
should not be fed to pigs when needed by man. 

XIV. Insects and Disease: — Insects as disease carriers; Life history of 
the fly; Prevention of fly breeding (a. Care of manure, b. Care of fecal 
matter.); Fly killing (a. Traps, b. Poisons.); The story of the Spanish 
war camps; Distinction between the danger of the fly and the "fly as a car- 
rier of fecal matter." 

XV. The Mosquito: — The mosquito as a disease carrier (a. Yellow 
fever, b. Malaria.); The life history of the mosquito; Difference between 
Culex and Anopheles; Drainage; Use of oil and larvicides; Use of screens 
(a. Over standing water, b. On doors and windows, c. Size of mesh.); 
Results of mosquito control. 

XVI. Lice, Fleas, Etc.:—L\ct — typhus fever, relapsing fever, trench 
fever; Fleas — plague; Kinds of lice (a. Head louse, b. Body louse, c. Cloth- 
ing louse) ; Debusing measures (a. Preventive measures, b. Removal of lice 
from the person, c. Removal of lice from the clothing and bedding, d. Dis- 
infection of buildings). 

XVII. The Contact Borne Diseases: — Nose and throat diseases — Diph- 
theria, Influenza, Common Cold, Tonsilitis, Pneumonia, Cerebro-Spinal Men- 
ingitis, Poliomyletis, Measles, Whooping Cough, Scarlet Fever, Smallpox, 
Tuberculosis; Intestinal diseases — Typhoid, Paratyphoid, Dysentery, Cholera, 
Tuberculosis; Venereal diseases (see Public Health Reports, U. S. Public 
Health Service). 

XVIII. Isolation and Disinfection: — Old conception of quarantine, new 
conception of isolation; Disinfection of discharges, danger of mouth spray; 
Terminal disinfection (relatively slight importance) ; Isolation period, termi- 
nation of isolation. 

XIX. Carriers and Contacts: — Importance of early stages (measles^; 
Carriers (typhoid, diphtheria, epidemic cerebro-spinal meningitis) ; Contro' 
of carriers and contacts — incubation periods of common diseases; Methods 
of laboratory control. 

XX. Vaccines and Sera: — General vital resistance and specific immunity 
Tnatural or acquired) ; History of vaccine therapy, smallpox, Jenner, typhoid 



vactiiialion and its results — paratyphoid immunization; Diphtheria and the 
antitoxic sera — sera for meningitis and pneumonia ; Diphtheria immunization 
by the use of toxin-antitoxin mixture. 

XXI. Tuberculosis: — Etiology of the disease — historic prevalence and 
present importance; Checking the spread of the germ— Pasteurization of 
milk, care of sputum — importance of infection in infancy; Building up vital 
resistance — principles of sanatorium care; Importance and hopefulness of 
early treatment — first signs of the disease; Social machinery for combating 
tuberculosis — clinics, sanatoria, control of careless consumptive, supervision 
of housing and industrial conditions. 

XXII. Venereal Diseases: — Physiology of reproductive organs; Venereal 
diseases — symptoms and sequelae of gonorrhea and syphilis; First line of 
defense — chastity; Second line of defense — prophylactic and curative treat- 
ment; Suppression of organized vice and provision of exercise and recrea- 
tion; Mental attitude, frankness, spirit of efficient service to nation and 
loyalty to ideal of home. 

XXIII. Mental Hygiene: — Old and new viewpoints in regard to mental 
disease — sanity relative, not absolute; Hereditary factors in mental disease 
— feeble-mindedness ; Environmental factors — "Shell Shock"; Mental exam- 
ination of recruits (intelligence, leadership, personal character, adaptability) ; 
Treatment of mental cases, successful results. 

XXIV. Principles of Personal Hygiene: — The parts of the living ma- 
chine—the muscular system, the digestive system, circulation, excretion, 
co-ordination, the sense organs; Fundamentals of personal hygiene (food, 
fresh air, exercise and rest) ; The value of exercise— the need for rest and 
recuperation, posture; The hygiene of the skin (air conditions, clothing, 
bathing— sleeping in the open air) ; The hygiene of digestion— avoidance of 
overeating, exercise after eating, danger of constipation; Mental poise. 

XXV. Selection of the Recruit:— Age; Height, weight and chest meas- 
urement; General physical condition— head (scalp), eyes, ears, nose, mouth 
(teeth, tonsils, tongue), glands, arms and legs, genital organs, skin; Exami- 
nation of heart and lungs, orthopedic defects, tests for tuberculosis and 
mental diseases. 

XXVI. Clothing and Equipment of the Soldier: — The use of clothing; 
Absorption and conduction of heat; Absorption and evaporation of water; 
Permeability to wind; Visibility and distinctiveness; Weight and distribu- 
tion of equipment; Head covering; The army shoe. 

XXVII. Personal Hygiene of the Soldier:— Cleanliness; Hot and cold 
baths— soap produces an emulsion of oily matter on the skin; Care of the 
mouth, hair, beard and feet; Care of the clothing; Care of the feet. 



XXVIII. Air and Health: — Changes in air due to human occupancy; 
Increase of carbon dioxide and decrease of oxygen of no practical signifi- 
cance under ordinary conditions — (Note exception in mountain sickness of 
aviators) ; Effect of organic and other chemical poisons unimportant (except 
for case of poison gases and similar hazards in industrial processes) ; Effect 
of changes of temperature and humidity — overheating produces discomfort 
and inefficiency and decreases resistance to disease; Effect of climate and 
season. 

XXIX. Ventilation of Barracks and Ships: — Space allotment — standard 
schedule; Problem of re-breathing; Relative opportunity for spray infection, 
night and day conditions; Drafts — limits of air currents; Use of fans to stir 
air; Use of blowers and air ducts; Air distribution within the ventilated 
space ; Methods of heating. 

XXX. Drugs and Stii)nilants: — Influence of caffeine; Influence of mor- 
phine; Influence of alcohol — effect on appetite, use as a food, effect on the 
power to do muscular work or intellectual work or work requiring discrim- 
ination, effect on aviators, on workmanship, use as a narcotic following ex- 
haustion. 

XXXI. Vital Statistics: — Reasons for use of statistics; Rates and ratios; 
Statistical graphics; Statistics of disease; Army morbidity and mortality rates. 

XXXII. The General Public Health Campaign: — Sanitation of the en- 
vironment — disposal of sewage and garbage, control of nuisances and insect 
pests; Supervision of water and food supplies — education as to food values; 
Control of communicable diseases^ — isolation, disinfection; Special campaign 
against tuberculosis, infant mortality, venereal disease; Modem public health 
largly educational — the work of the public health nurse; Socialization of 
medicine — health insurance. 

XXXIII. Civil and Military Health Organisations : — Civil organizations 
(a. U. S. Public Health Service — extra cantonment work. b. State Depart- 
ment of Health, c. Local Boards of Health.) ; Military Organizations (a. 
Medical Department of the Army — subdivisions, b. Quartermasters' De- 
partment of the Army — Cantonments. c. Engineer Corps of the 
Army — in the field, d. Medical Department of the Navy.); Auxiliary 
organizations (a. American Red Cross, b. Y. M. C. A. and Knights of 
Columbus, c. The American people.) ; Use of the Red Cross symbol (see 
Annual Report Surgeon General of the Army. Annual Report Surgeon Gen- 
eral of the Navy). 

XXXIV. Organisation of Medical Work: — First aid stations; Ambulance 
service ; Field hospitals ; Base hospitals ; Sanitary trains ; Hospital ships ; 
Florence Nightingale; Evolution of the Medical Service. 



XXXV. Care of ll^ntnds: — Care of recent wounds before infection is 
appreciable; Care of infected wounds; Harmful results from foreign mate- 
rials left in wounds ; Drainage and dressings ; Antiseptics in watering solu- 
tions, oils and powders ; Microscopical and cultural examination of wound 
discharges as aids to suigical treatment; The use of antitoxins to prevent 
infections from the tetanus bacillis and the group of bacilli producing gas gan- 
grene. 

XXXVI. Victories of Public Health: — Disease in armies of olden time 
(army a menace to civilian population) ; Achievements of present war (army 
a model and an inspiration) ; New York City death rate reduced 40 per cent 
in 20 years, saving of over 100 lives a day; Promise of the future. 

COMMITTEE ON EDUCATION AND SPECIAL TRAINING, 

By R. C. Maclaurin, 
Educational Director, Collegiate Section. 
September 19, 1918. 



(Advance Copy) C.b.l6. 

WAR DEPARTMENT 

COMMITTEE ON EDUCATION AND SPECIAL TRAINING 

METEOROLOGY 

One term of twelve weeks, six hours per week : three hours classroom, 
three hours preparation, laboratory and field work. As alternative give 
meteorology as one-half of one twelve weeks' term in a course of two terms 
twelve weeks each in military geology and topography. 

The course may be organized as follows : 

General properties and composition of the atmosphere, the vertical distri- 
bution of atmospheric gases being set forth in detail. 

Method of measurement of meteorological elements and description of 
principal instruments used. 

Atmospheric temperature, distribution of temperature, reasons for decrease 
of temperature with altitude, mean vertical gradients, and their variation with 
time and place. Horizontal distribution of temperature beginning with astro- 
nomical aspects of the subjects, the effects of atmosphere on temperature dis- 
tribution, the diurnal march of temperature. 

Atmospheric pressure, vertical distribution of pressure and density, hori- 
zontal distribution of pressure, diurnal and other local fluctuations. 

Evaporation and condensation of atmospheric moisture, principal forms of 
condensation (rain, dew, frost, snow, etc.). 

Fogs and clouds. Advection fog and radiation fog. The forms of clouds 
recognized in the international classification and the levels of maximum and 
minimum cloudiness. 

Optical phenomena of the atmosphere. 

General circulation of the atmosphere; winds in general, monsoons, trade 
winds, etc. Secondary circulation ; cyclones and anti-cyclones and their at- 
tendant phenomena, thunderstorms, tornadoes, hurricanes and various local 
winds. 

Elementary practical discussion of weather forecasting, including a section 
on the relation of weather to aviation. 

A brief account of climate and climatology ; climatic statistics ; classifications 
of climate; changes of climate, etc. 

The international meteorological symbols should be presented, as also a 
brief bibliography of meteorology. 

COMMITTEE ON EDUCATION AND SPECIAL TRAINING, 

By R. C. Maclaurin, 
Educational Director, Collegiate Section. 
October 1, 1918. 



(Advance Copy) C.b.26. 

WAR DEPARTMENT 

COMMITTEE ON EDUCATION AND SPECIAL TRAINING 

SPECIAL BULLETIN 

ON 

PROGRAMS IN ENGINEERING 

The programs here presented are not prescribed, but are examples of 
what will be approved. They are intended to indicate how existing pro- 
grams may be modified by eliminations and condensations so as to meet 
the needs of the present emergency. Each program covers eight terms 
of twelve weeks, but it must not be inferred that every student entering 
on such a course will be kept at college until he completes it. 
The time that he will be permitted to pursue the course will 
depend on the needs of the service and the academic record of the 
student. In addition to the instruction indicated in these courses, 
eleven hours per week of military instruction are prescribed for the first 
two terms of tl\e program, and six hours per week for the remainder of 
the program. The total time to be devoted to military and academic 
instruction, including examinations, lectures, recitations, laboratory work 
and supervised study, is 53 hours per week. The hours set forth in the 
programs attached represent the total time devoted each week to the 
subject named. The relation of the time given to study to that assigned 
to lectures, recitations and laboratory work varies considerably with the 
nature of the subject, but on the average the former is not more than 
half of the total time allotted. The subject. War Issues, which must be 
combined with English Composition, is, with the exceptions indicated in 
Section 26 of the Regulations of the S. A. T. C, prescribed for two terms 
with nine hours per week for lectures, recitations and study. 

It is suggested that as far as practicable students in the Naval Section 
of the Students Army Training Corps follow an approved course in 
Mechanical Engineering. Steam and Gas Engine subjects are necessary 
for students who attempt to qualify for the Navy Engineering Schools. 

CIVIL ENGINEERING 

1ST TERM Hours per week 2D TERM Hours per week 

Mathematics 12 Mathematics 12 

Chemistry 12 Chemistry 12 

*Drawing & Descriptive Geom- ^'Drawing & Descriptive Geom- 
etry or Surveying 9 etry or Surveying 9 

War Issues & English Composi- War Issues & English Composi- 
tion 9 tion 9 

*These courses will be divided between Surveying and Drawing in accordance with the season 
of year in which they come and the number of students registered. The total time allotment to 
Surveying is equivalent to 12 hours per week for one term. 



3D TERM Hours per week 

Mathematics 12 

Physics 14 

Mechanism and Applied Me- 
chanics 15 
'•■'Drawing & Descriptive Geom- 
etry or Surveying 6 

4TH TERM 

Mathematics 9 

Physics 14 

Mechanics 15 

*Surveying or Drawing .... 9 



5TH TERM 

Theory of Structures 6 

Materials 10 

Railroad Engineering (includ- 
ing Drafting & Fieldwork) 15 
Highway Engineering .... 6 
Map Reading & Topographical 

Drawing 2 

Geology 8 



6TH TERM 



Hours per week 



Theory of Structures 9 

Bridge Design 4 

Railroad Engineering (includ- 
ing Drafting) 9 

Hydraulics 13 

Electrical Engineering .... 12 

7TH TERM 

Theory of Structures 12 

Bridge Design 10 

Railroad Engineering 4 

Heat Engineering 12 

Hydraulic & Sanitary Engineer- 
ing 9 

8TH TERM 

Theory of Structures 12 

Hydraulic & Sanitary Engineer- 
ing & Design 16 

Heat Engineering 9 

Railroad Design 3 

Sanitary Science & Public 

Health 1 

Business Law & Accounting . . 6 



MECHANICAL ENGINEERING 



1ST TERM 

Mathematics 



Hours per week 



4TH TERM 



Hours per week 



12 Applied Mechanics 12 



Drawing & Descriptive Geom- 
etry 9 

Chemistry 12 

War Issues & English Com- 
position 9 

2D TERM 

Mechanism 9 

Mathematics 12 

Chemistry 12 

War Issues & English Com- 
position 9 

3D TERM 

Mechanism & M. E. Drawing . 10 

Mathematics 12 

Physics 14 

Shopwork 4 

Surveying, Map-Reading, and 

Topographical Drawing . . 7 



Mathematics 12 

M. E. Drawing 5 

Physics 14 

Shopwork 4 



5TH TERM 



Heat Engineering & Eng. Lab. 15 
Electrical Engineering .... 10 

Applied Mechanics 12 

Machine Drawing 6 

Shopwork 4 

6TH TERM 

Heat Engineering & Eng. Lab. 15 

Hydraulics 11 

Applied Mechanics 10 

Electrical Eng. Lab 7 

Shopwork 4 



•These courses will be divided between Surveying and Drawing in accordance with the season 
of year in which they come and the number of students registered. The total time allotment to 
Surveying is equivalent to 12 hours per week for one term. 



7TH TERM Hours per week 

Materials of Engineering & 

Testing Materials Lab. ... 12 

Mechanism of Machines .... 5 

Machine Design 10 

Applied Mechanics 10 

Refrigeration 2 

Engineering Lab 4 

Shopwork 4 



8TH TERM Hours per week 

Power Plant Design 5 

Industrial Plants, including 

Heating & Ventilation ... 16 

Mechanics of Engineering ... 7 

Engineering Lab 10 

Gas Motors or Heat Treatment 5 

Shopwork 4 



1ST TERM 

Mathematics 12 

Drawing & Descriptive Geom- 
etry 9 

Chemistry 12 

War Issues and English Com- 
position 9 

2D TERM 

Mathematics 12 

Chemistry 12 

Drawing & Descriptive Geom- 
etry 9 

War Issues & English Com- 
position 9 

3D TERM 

Mathematics 12 

Physics 14 

Mechanism & Applied Me- 
chanics 12 

Mech. Engineering Drawing . 9 

4TH TERM 

Mathematics 12 

Physics 14 

Elements of Electrical Eng. . . 2 

Applied Mechanics 12 

Surveying, Map-Reading & 

Topographical Drawing . . 7 



ELECTRICAL ENGINEERING 

Hours per week 5TH TERM 



Hours per week 

Elements of Electrical Eng. & 

D. C. Machinery 15 

Elect. Eng. Lab 8 

Heat Engineering 9 

Materials of Engineering ... 6 

Shopwork 9 

6TH TERM 

Variable & Alternating Currents 12 

Elect. Eng. Lab 12 

Heat Engineering 9 

Mech. Eng. Lab 8 

Structures of Machine Design . 6 



7TH TERM 

A. C. Machinery 15 

Elect. Eng. Lab 8 

Hydraulics 9 

Electrical Transmission (Power 

& Telephone) 15 

8TH TERM 

A. C. Machinery 9 

Elect. Eng. Lab 6 

Power Stations (Steam & 

Hydro-Electric) 13 

Motor Applications, Lighting & 

Storage Batteries 15 

Business Law & Accounting . . 4 



COMMITTEE ON EDUCATION AND SPECIAL TRAINING, 
By R. C. Maclaurin, 
Educational Director, Collegiate Section. 



September 19, 1918. 



(Advance Copy) C.b.26.a. 

WAR DEPARTMENT 

COMMITTEE ON EDUCATION AND SPECIAL TRAINING 

Special Bulletin 

ON 
PROGRAM IN ARCHITECTURAL ENGINEERING 

The program here presented is not prescribed, but is an example of what 
will be approved. It is intended to indicate how existing programs may 
be modified by eliminations and condensations so as to meet the needs of 
the present emergency. The program covers eight terms of twelve weeks, 
but it must not be inferred that every student entering on such a course will 
be kept at college until he completes it. The time that he will be permitted 
to pursue the course will depend on the needs of the service and the academic 
record of the student. In addition to the instruction indicated in this 
course, eleven hours per week of military instruction are prescribed for the 
first two terms of the program, and six hours per week for the remainder 
of the program. The total time to be devoted to military and academic 
instruction, including examinations, lectures, recitations, laboratory work 
and supervised study, is 53 hours per week. The hours set forth in the 
program attached represent the total time devoted each week to the subject 
named. The subject. War Issues, which must be combined with English 
Composition is, with the exceptions indicated in Section 26 of the Regula- 
tions of the S. A. T. C. (Circular Aa — 1, § 26), prescribed for two terms 
with nine hours per week for lectures, recitations and study. 

For the first, second, third, and fourth terms this course is the same as 
for Civil Engineering (Special Bulletin C.b.26), except that the total time 
allotted to Surveying is five hours per week. 

1st TERM Hours per week 2d TERM Hours per week 

Mathematics 12 Mathematics 12 

Chemistry 12 Chemistry 12 

*Drawing & Descriptive Geom- *Drawing & Descriptive Geom- 
etry or Surveying 9 etry or Surveying 9 

War Issues & English Composi- War Issues & English Composi- 
tion 9 tion 9 

These courses will be divided between Surveying and Drawing in accordance with 
the season of year in which they come and the number of students registered. The 
total time allotted to Surveying is equivalent to 5 hours per week for one term. 



3d TERM Hours per week 

]\iathematics 12 

Physics 14 

Mechanism and Applied Me- 
chanics 15 

♦Drawing & Descriptive Geom- 
etry or Surveying 6 

4th TERM Hours per week 

Mathematics 9 

Physics 14 

Mechanics 15 

♦Surveying or Drawing 9 



Sth TERM Hours per week 

Materials & Testing Laboratory 10 

Graphical Statics 6 

Theory of Structure 6 

Heat Engineering 12 

Working Drawing 4 

Structural Design 9 



6th TERM Hours per week 

Theory of Structures 9 

Hydraulics 9 

Hydraulics Laboratory 3 

Electrical Engineering 9 

Electrical Engineering Laboratory 3 

History of Construction 2 

Structural Design 12 

7 th TERM Hours per week 

Theory of Structures 12 

Engineering Laboratory 3 

Concrete Laboratory 5 

Structural Design 13 

History of Construction 2 

Planning 12 

8th TERM Hours per week 

Theory of Structures 12 

Structural Design 24 

Sanitary Science & Public Health 1 

Building Construction 1 

Planning 9 



*These courses will be divided between Surveying and Drawing in accordance with 
the season of year in which they come and the number of students registered. The 
total time allotted to Surveying is equivalent to 5 hours per week for one term. 



COMMITTEE ON EDUCATION AND SPECIAL TRAINING, 

By R. C. Maclaurin, 
Educational Director, Collegiate Section. 



October 18, 1918. 



(Advance Copy) C.b.27 

WAR DEPARTMENT 

COMMITTEE ON EDUCATION AND SPECIAL TRAINING 

Special Bulletin 

INFORMATION FOR LAW SCHOOLS 

1. Terms should be arranged in all schools on a quarterly basis, in each 
term twelve weeks being devoted to instruction and exariiiriations. 

2. Members of the Students Army Training Corps will live in barracks as 
prescribed by the military authorities, and be under rhilitai-y disciplliiie cbh- 
tinuously. A definite schedule of work must be arranged, eleven hoiirs per 
week being devoted to practical military instruction (drill, etc.), theoretical 
military instruction, and physical training; and forty-two hours to academic 
instruction, this tinie including lectures, recitations and supervised study. 

3. The law schools are classified as technical or professional schools 
under the Special Regulations for the Students Army Training Corps 
Aa-1, par. 26). The program of studies for these schools is not pre- 
scribed but may be any program approved by the Edticational Director. It 
need not be Wade Up from the list of allied subjects set forth in the Special 
Regulations. 

4. Samples of approved programs may later be distributed for the guid- 
ance of the schools, but each school should meanwhile make up its own 
program on the following principles : 

(a) The treatment of all subjects, so far as their nature permits, must be 
related to the needs arising from the present national emergency. It is rec- 
ognized that a training in law, if properly planned, may be well calculated 
to develop in young men attitudes of mind and habits of work that are of 
value to an officer, and this should be constantly kept in mind in planning the 
courses and brought to the attention of students in carrying on the in- 
struction. 

(b) Subjects not of a strictly professional nature should be selected as far 
as possible from the list of allied subjects given in the Special Regulations, 
but in all cases these subjects should be adapted to the purposes and methods 
of a law school. In making selections from the list of allied subjects an effort 
should be made to conform, so far as is practicable, to the general require- 
ments indicated in the General Circular on Curricula (C.a.4), especially as 
regards the immediate needs of men in particular age groups who expect to 
enter special branches of the service. 

(c) For those who are not excused under the provisions of paragraph 26 
of the Special Regulations, the course in War Issues may be given either 
as indicated in the Special Descriptive Circulars relating to that subject 
(C.C.12 and C.c.13), or by the introduction into the law school program of 
special approved courses dealing with the issues of the war in their legal 
aspects. Courses on international law, military law, and on emergency leg- 
islation may appropriately be offered or expanded with this end in view. 



(d) Except as indicated above, the program of study should follow the 
normal lines laid down in a good law school curriculum. Courses which 
are not required should not be offered unless the school is properly equipped 
with teachers to give the essential instruction well. 

(e) Inasmuch as students will ordinarily be called out of the law schools 
when their age groups are called to the colors, the law school program 
should be arranged, as far as practicable, with this outlook in mind. Men 
who expect to enter definite branches of the service should not be denied 
an opportunity to equip themselves in some of the essential subjects indi- 
cated by the provisions of General Circular C.a.4. It should be understood 
that although the essential subjects set forth in the program of that circular 
are not required as a condition of entrance to special branches of the service, 
a young man who wholly lacks preparation in them will be at an obvious 
disadvantage when he joins the particular branch of the service that is in- 
dicated. 

Because of a temporary shortage in copies of the Manual of Courts- 
Martial, law schools are advised to postpone instruction in the topics covered 
by that publication until after a new issue becomes available. Meanwhile 
the course in Military Law and Practice may be planned to take up 
during the first few weeks the other topics suggested in the General Cir- 
cular C.a.4, par. 11 (A). 

COMMITTEE ON EDUCATION AND SPECIAL TRAINING, 

By R. C. Maclaurin, 
Educational Director, Collegiate Section. 
September 25, 1918. 



(Advance Copy). C.b.28. 

WAR DEPARTMENT 

COMMITTEE ON EDUCATION AND SPECIAL TRAINING 

Special Bulletin 

CHEMISTRY AND CHEMICAL ENGINEERING 

An analysis of the national need for chemists indicates that, in general, 
chemists may be divided for present purposes into three classes, as follows: 

1. Analytical chemists, that is, men who have received sufficient training 

in chemistry to enable them to carry out routine analyses under di- 
rection. 

2. Chemists with a good general training in all of the fundamental branches 

of the subject, and with some degree of further instruction in one 
of the following: (a) physical chemistry, including electro-chemistry 
and metallurgy; (b) organic chemistry, including the chemistry of ex- 
plosives; (c) food and sanitary chemistry; (d) physiological chem- 
istry; (e) chemical engineering, including ceramic engineering, pe- 
troleum, textile, rubber, leather, etc., technology and me^tallurgy. 

3. Chemists qualified to carry on research work intelligently in some one 

of the fields listed under 2. 

In accordance with the above requirements two programs, one for chemistry 
and one for chemical engineering, are presented. Each program is divided 
into eight terms of twelve weeks each. Students who successfully complete 
the work of the first four terms may be classed as analysts in accordance 
with the above definition, and be sent, at the end of that time, wherever their 
services are required. Those able to continue for four additional terms may 
be classed as chemists with some special training in any one of the lines 
of work which they have selected during the last terms. 

The few students who remain for further training in research will, it is 
assumed, be only those men who have displayed exceptional ability. 

Content of Programs. It is recommended that the subject matter in all 
programs in chemistry be carefully scrutinized for the purpose of giving 
special attention to those portions of the subject having direct bearing upon 
some phase of the war. For example, the materials employed in the manu- 
facture of explosives and of certain important drugs, as well as the chemis- 
try of the substances used in gas warfare, should be given special attention 
in the course in organic chemistry. "War chemicals" and "war processes" 
should be employed as illustrative material wherever possible without loss of 
teaching efficiency. / 

Programs in Chemistry and Chemical Engineering. 

The programs here presented are not prescribed, but are examples of 
what will be approved. They are intended to indicate how existing pro- 



grams may be modified by eliminations and condensations so as to meet the 
needs of the present emergency. Each program covers eight terms of twelve 
weeks. In addition to the instruction indicated in these courses, eleven hours 
per week of military instruction are prescribed for the first two terms of the 
program, and six hours per week for the remainder of the program. The 
total time to be devoted to military and academic instruction, including ex- 
aminations, lectures, recitations, laboratory work and supervised study, is 
53 hours per week. The hours set forth in tlie programs represent the 
total time devoted each week to the subject named. The course on War 
Issues, which must be combined with English Composition, is prescribed for 
two terms with nine hours per week for lectures, recitations and study. 

CHEMISTRY 

1ST TERM Hours per week 7TH TERM— (continued) Hours per week 

Inorganic Chemistry 21 Group A 

Mathematics 12 Physical Chemistry 9 



War Issues and English Composi- 
tion 



2D TERM 

Inorganic Chemistry & Quali- 
tative Analysis 21 

Mathematics 12 

War Issues and English Composi- 
tion 9 

3D TERM 

Qualitative Analysis 12 

Quantitative Analysis 2 

Mathematics 12 

Physics 14 

General Engineering Drawing .... 7 

4TH TERM 

Quantitative Analysis 18 

Inorganic Chemistry 9 

Elements of Organic Chemistry.. 6 
Physics 14 

STH TERM 

Quantitative Analysis 21 

Physical Chemistry 17 

Scientific German 9 

6TH TERM 

Physical Chemistry 17 

Organic Chemistry 21 

Scientific German 9 

7TH TERM 

Common to all Groups 

Chemical Technology 8 

Chemical Literature (German).... 8 

Organic Chemistry . 7 



Organic Chem. Laboratory 6 

Calculus (continued) 9 

Group B 
Organic Chem. Lab. & Experi- 
mental Problems 15 

Chemistry of Dyestuffs & Inter- 
mediates (or Gas Analysis & 
Proximate Technical Analysis) 9 
Group C 

Organic Chem. Lab 10 

Chemistry of Foods & Sanitation 14 
Group D 

Organic Chem. Lab 10 

Physiological Chemistry 14 

8TH TERM 

Common to all Groups 

Chemical Technology 19 

Chemical Warfare 1 

Group A 
Elements of Electrical Engineer- 
ing (including laboratory).... 12 

Metallography g 

Special Problems, Physical or In- 
organic 7 

Group B 

Chemistry of Explosives 9 

Special Problems, Organic 18 

Group C 
Chemistry of Foods & Sanitation 27 

Group D 
Physiological Chemistry 27 



' CHEMICAL ENGINEERING 

FIRST THREE TERMS Hours per week 6TH TERM Hours per week 

Identical with program on Chemistry Physical Chemistry 17 

^IjQyg Organic Chemistry 18 

Elements of Electrical Engineer- 
ing 12 

7TH TERM 



4TH TERM 

Quantitative Analysis 14 



Elements of Organic Chemistry.... 6 Organic Chemistry 16 

P^^ys'cs ^2 Chemical Technology 8 

Theoretical and Applied Me- Proximate Technical Analysis .... 8 



chanics 7 



Elements of Thermodynamics and 



General Engineering Drawing .... 8 p^jg^j Engineering 15 

5TH TERM 8TH TERM 

Quantitative Analysis 15 Chemical Technology 24 

Physical Chemistry 17 Chemical Warfare .*. 1 

Theoretical and Applied Me- Engineering Materials 12 

chanics 15 Mechanical Engineering Lab 10 

NOTES ON THE PROGRAMS 

1. Various changes in the sequence of some of the courses are possible 
without loss of efficiency; for example, it would be quite feasible to inter- 
change the second course in qualitative analysis given in the third term with 
the first course in quantitative analysis given in the fourth term, and if it 
should become necessary owing to war conditions to take a nvimber of men 
out of college at the end of the third term, additional work in analytical 
chemistry might be given to them in place of the work in mathematics 
scheduled for that term. 

Students may also be permitted to substitute metallurgy or additional work 
in metallography for the course in calculus listed in the 7th term. 

2. Institutions that lack strong departments of chemistry and well 
equipped laboratories should not attempt to give more than the first four 
terms of the program. In order to give the work of the second four terms 
an institution must be prepared to give the necessary specialized instruction in 
at least one of the fields of chemistry covered by the Group options. Students 
in one institution who show inclination and aptitude for a field of work not 
given by that institution may be transferred to an institution that is in a 
position to give adequate instruction in the desired field. 

3. Students who have already completed part of a college program in 
chemistry or chemical engineering should have their further work adapted 
as closely as possible to the purposes outlined above. Those who show no 
special capacity for more advanced work may be selected at an early date and 
assigned as analysts where needed. The remaining students should take 
such courses as will complete their training for chemists of the second or third 
class mentioned above. The best students should be given some training in 
research. 



4. Description of Subjects. 

Inorganic Chemistry. This should be fundamental in character and essen- 
tially the same as that commonl.y given as a first course in colleges and tech- 
nical schools. It IS desirable that every opportunity should be utilized to 
emphasize the bearing of inorganic chemistry upon war problems, both mili- 
tary and industrial. It is also desirable that advantage be taken of previous 
instruction in chemistry m the secondary schools by segregating students 
who have had such instruction. It is expected that the general chemistry of 
the metallic elements will be taught in the lectures and a part of the quiz- 
classes of the second term. The laboratory periods and at least one quiz- 
class are assumed to be devoted to qualitative analysis. The course in the 
fourth term should in general be devoted to a review and correlation of in- 
organic chemistry with special reference to the study of tvpes of compounds 
and periodic relationships. This course may, if desired, be replaced by ad- 
ditional physics or mathematics. 

Analytical Chemistry.— Th^ total time allotment to analytical chemistry 
may be subdivided between qualitative analysis and inorganic quantitative 
analysis according to the best judgment of instructors in different insti- 
tutions and the facilities at hand. The proportion assigned to quantitative 
analysis should m general be not much less than that suggested in the sample 
curricula, except that, if expedient to meet the needs of students who may 
be called for service at the end of the third term, quantitative analysis may 
begin in that term. In that case it is assumed .that more qualitative analysis 
will be mtroduced into later terms if those students should continue in the 



course. 



Qualitative Analysis.~The instruction in qualitative analysis included in 
the second term of curricula, which takes the place of laboratory practice 
in inorganic chemistry, should be relatively simple, with its main emphasis 
upon the systematic qualitative procedure. The work of the third term 
should be thorough and it should be arranged to include as much experience 
as possible m the preparation for analysis, and the analytical examination 
of substances of commercial importance, rather than the analysis of artificial 
mixtures or solutions. In order to secure, in the time available, the desired 
analytical proficiency, it may be necessary to limit the study and discussions 
mainly to conditions which are met with in ordinary analytical practice. 

Quantitative Analysis.—Tht work should be so planned that a student who 
does not continue beyond the first four terms may be prepared to undertake 
quantitative work under guidance. It should include the technique of analy- 
sis (weighing, filtration, etc.) and as many typical processes of volumetric 
and gravimetric analysis as the time permits. The work of sub.sequent terms 
should relate to the examination of materials of technical importance and 
technical methods should preferably be employed as the medium of instruc- 
tion. Analysed samples of materials suitable for this purpose may be pur- 
chased from the Bureau of Standards. It will probably be desirable in cer- 
tain localities to pay attention to special lines of analysis, notably that of 



irons and steels. In all cases careful attention should be given to the de- 
velopment of facility in chemical calculations, and to ability to appreciate 
and detect sources of error. In connection with the classroom work of the 
fifth term of the chemistry curriculum some time may well be devoted to 
further instruction in the general chemistry of the metallic elements. 

Physical Chemistry. — The distribution of time between classroom and 
laboratory will doubtless vary in dift'erent institutions. Topics should be 
carefully selected to secure the maximum breadth consistent with thorough- 
ness of treatment. Problems involving practical applications should be freely 
assigned. The elementary principles of electro-chemistry should be included 
in this course; also, those of dispersoid (colloid) chemistry. The instruction 
in the fifth and sixth terms of the curricula is given to all students in chem- 
istry and chemical engineering and a careful selection of essential topics will 
be necessary. The instruction in the seventh and eighth terms of the chemi- 
cal curriculum should include a more extended treatment of theoretical and 
applied electro-chemistry. Institutions with limited equipment for labora- 
tory work will find it desirable to devote some of the time to further instruc- 
tion in general principles and drill in practical problems. 

Organic Chemistry.- — It should be specially noted that the classroom course 
in the fourth term of the chemical curriculum is a brief general course in 
which should be discussed both the aliphatic and the aromatic series in order 
that the student who may not continue beyond the fourth term shall have 
some knowledge of important types of organic compounds and reactions. 
It is obvious that the subject cannot be presented in much detail and it is 
essential, in view of the fact that no laboratory practice accompanies this 
course, that typical compounds and procedures should be illustrated by speci- 
mens and experiments in the lecture-room so far as practicable. In the 
longer courses of the subsequent terms it is desirable that special emphasis 
be laid in both classroom and laboratory upon all matters relating to war 
topics, notably those of drugs, explosives and gas-warfare. The laboratory 
work should include some practice in the identification of organic com- 
pounds. The work of the seventh and eighth terms should be arranged with 
respect to the needs of students choosing this optional group of subjects. 

Chemical Technology.— (Industrial Chemistry.) The classroom instruc- 
tion in this subject should deal with the most important types of apparatus 
employed in industrial operations, such, for example, as filter-presses, 
crushers and grinders, centrifugals, evaporators, etc. A somewhat extensive 
study and analysis of a limited number of important and typical industries 
(such as sulphuric acid, soda, electric furnace products and cements) is to 
be preferred to a merely descriptive treatment of a large number of pro- 
cedures. Much emphasis should be laid upon the industrial application of the 
principles of physical chemistry, and effort made to connect this instruction 
with the previous courses in inorganic, organic and physical chemistry. 
There should also be included a discussion of the drawing up of specifications 
for materials used in the industries and for military purposes. Sample 
specifications should be used as illustrative material. 



Considerable latitude is permissible in the choice of topics for both class- 
room work and laboratory practice in the eighth term. For students in 
chemical engineering it is desirable that some discussion of the chemistry 
of fuels and corpbustion should be included and in certain instances it may 
be found advisable to deal briefly with the metallurgy of steels and the 
more common non-ferrous metals. 

The laboratory practice in chemical technology should, when practicable, 
include the study of some process, or processes, in which it is possible to 
test by experiments the effect of the variation of factors of technical sig- 
nificance. It is also desirable to study and discuss economic features when 
possible. A laboratory course of this character is essential for chemical 
engineers. 

When such a plan is not feasible, a course in metallography with labora- 
tory practice (see Metallography) may occupy a part of the term; or a 
metallurgical problem may be studied, with laboratory control practice, as, 
for example, the examination of irons and steels; but such a course should 
not be merely one of quantitative analysis. 

In some institutions it may be necessary to utilize a part of the time for 
a course in inorganic or organic preparations. If this is done the emphasis 
should be laid upon the chemistry of the procedures involved rather than 
perfection in the appearance of the products. A course of this nature should 
not, however, be regarded as sufficient for students of chemical engineering. 

Students who select Group D may substitute additional work in Physical 
Chemistry for the laboratory practice in Chemical Technology of the eighth 
term. 

Special Problems. — Under the term special problems as employed in the 
eighth term of the curriculum in chemistry is understood laboratory work 
in any portion of the field in question, with the idea, however, that such ad- 
ditional laboratory work shall include brief problems which will require some 
display of original and independent action on the part of the student. From 
the way in which the student handles such problems an estimate as to his 
probable fitness to continue for further training in research can be obtained. 
The special problem work under Group A, in the eighth term, may include 
problems in inorganic, analytical or applied chemistry, involving the appli- 
cations of physico-chemical principles. 

Chemical Warfare. — A course of about twelve lectures on gas warfare, 
both offensive and defensive, including the use of war-gases and the means 
of protection against them, and the preparation and use of smokes, signals, 
incendiaries and the like. These lectures should be given by someone con- 
nected with the Chemical Warfare Service, the lecture courses being concen- 
trated in two weeks of the seventh or eighth term. It should not be taken 
until the student has the necessary chemical background. 

Chemistry of Dyestuffs and Intermediates. — This course should cover in 
more detail than is possible in a general course in organic chemistry, the 
various groups of dyestufifs, indicating typical structures, methods of produc- 
tion, and application. If equipment is at hand, some experimentation in 



coloring of textiles may be advantageously included. Owing to the import- 
ance of intermediates in both the dyestuff and explosives industries special 
attention should be given to the newer developments in the methods of manu- 
facturing these materials. 

Chemistry of Explosives. — A syllabus of this course should be prepared 
after consultation with Government experts. 

Metallography. — This subject should be offered only when laboratory prac- 
tice can accompany classroom instruction. The course should include a study 
of the construction and interpretation of equilibrium diagrams, including the 
iron-carbon diagram, the latter with special reference to the heat-treatment 
of steels. The laboratory practice should include the preparation and 
microscopical examination of specimens, and the determination of cooling- 
curves. Some discussion of the preparation of the important ferrous and 
non-ferrous alloys and of the behavior of these alloys in casting, machining, 
etc., should be included. Students may, under approval, substitute a course 
in metallurgy or more work in metallography for the course in calculus of the 
seventh term. 

Foods and Sanitation. — The instruction given to students selecting Group 
C should include the chemistry of the common foodstuffs, the methods em- 
ployed in their examination, and the principles upon which dietaries are com- 
puted. It should also include the sanitary examination of water sup- 
plies and the important methods of water purification and distribution, and 
of sewage disposal. The classroom instruction should be accompanied by 
laboratory practice, and, when possible, by inspection trips. Part of the time 
available should be devoted to a course in the elements of bacteriology, with 
laboratory. 

Physiological Chemistry. — Comparatively few institutions are in a position 
to offer Group D. In addition to the usual fundamental treatment of the 
subject, some instruction in elementary bacteriology with special reference to 
water, milk and foods, should be included. Special attention should also be 
given to the laboratory methods of the U. S. Army. (Medical War Man- 
ual No. 6.) 

Non-Chemical Subjects. — -The limited time available and the composite 
character of the program make it necessary to plan the subject matter of 
these courses with great care in consultation with members of the chemical 
staff. In German, for example, only such instruction in grammar should be 
given as is essential to enable the student to understand scientific and tech- 
nical articles. 

General Engineering Drawing should give the student the necessa.ry tech- 
nique in mechanical drawing and should include the elements of descriptive 
geometry. 

See also the Special Bulletin on Ceramic Chemistry and Ceramic Chemical 
Engineering (C.b.28.a.). 

COMMITTEE ON EDUCATION AND SPECIAL TRAINING, 

By R. C. Maclaurin, 
Educational Director, Collegiate Section. 
September 28, 1918. 



(Advance Copy) 

WAR DEPARTMENT 



C.b.28.a. 



COMMITTEE ON EDUCATION AND SPECIAL TRAINING 

Special Bulletin 

CERAMIC CHEMISTRY AND CERAMIC CHEMICAL 
ENGINEERING 
This bulletin may be regarded as an appendix to the Special Bulletin on 
Chemistry and Chemical Engineering, C.b.28. General principles set forth in 
that bulletin are applicable here as are the statements regarding courses that 
are common to the program in Ceramic Chemistry and to that in Chem- 
istry and Chemical Engineering. The program presented herewith is not 
prescribed but may be taken as an example of what will be approved. 



The first three terms are identical 
Chemical Engineering. 

1ST TERM Hours per week 

Inorganic Chemistry 21 

Mathematics 12 

War Issues & English Composi- 
tion 9 



2D TERM 

Inorganic Chemistry & Qualita- 
tive x\nalysis 21 

Mathematics 12 

War Issues & English Composi- 
tion 9 

3D TERM 

Qualitative Analysis 12 

Quantitative Analysis 2 

Mathematics 12 

Physics 14 

General Engineering Drawing .... 7 

4TH TERM 

Quantitative Analysis (') 18 

Physics 14 

General Engineering Drawing 8 

Theoretical & Applied Mech 7 



with the program in Chemistry and 

5TH TERM Hours per week 

Silicate Analysis, Gas & Fuel 

Analysis 14 

Theoretical and Applied Mechanics 15 
Ceramic Materials (') : nature, 
occurrence, properties, winning 
and preparation 18 

6TH TERM 

Engineering Materials 12 

Ceramic Bodies (') : composition, 
designing, shaping, and dry- 



35 



7TH TERM 

Physical Chemistry 10 

Combustion & Fuel Engineering, 

Burning 12 

Engineering Subjects (') 15 

Ceramic Construction : kilns, 

dryers, etc 10 

8TH TERM 

Chemical Warfare, Offensive & 

Defensive 1 

Physical Chemistry 12 

Combustion & Fuel Engineering, 

Burning 11 

Glass, Glazes & Enamels 13 

Mech. Eng. or Mining Eng. & 
Metallurgy 10 



NOTES ON THE PROGRAM 

'. If desired, the work in these subjects may be shortened, and a portion 
of the time devoted to, (a) physics in the 4th term, (b) calculus in the 5th 
term, and (c) additional courses in Engineering in the 6th term. 

*. The following courses are suggested : 

a. Elements of Thermodynamics and Heat Engineering. 

b. Elements of Electrical Engineering. 

c. Machine Design. 

d. Structural Engineering. 

e. Ceramic Construction (additional time). 

This program covers eight terms of twelve weeks. In cases where it is 
possible to continue the program for a longer period a course should be 
arranged in silicate chemistry for all students, a thesis involving experi- 
mental investigation required, and electives permitted from courses in 
ceramic subjects. 

DESCRIPTION OF SUBJECTS 

1. Silicate analysis. This subject should include laboratory work dealing 
with the analysis of silicates, especially those which are met with most fre- 
quently in ceramics. 

2. Gas and fuel analysis. This subject should cover the ordinary analyti- 
cal procedures employed in connection with the analysis of coal, oil, fuel, 
gas and the waste gases from furnaces. 

3. Physical chemistry. In this subject, which covers classroom instruc- 
tion only, special attention should be given to those portions of physical 
chemistry, such as colloid chemistry and the phase rule, which are of special 
importance in ceramics. 

4. The ceramic courses. The subjects listed in the program include ceramic 
materials, ceramic bodies, burning, ceramic construction, and glass and glazes. 
The content of these courses should be that ordinarily given in the best in- 
stitutions having ceramic departments, the ground covered being, of course, 
adjusted to the time available. 

5. Combustion and fuel engineering. A course in this subject has been 
specially requested by the United States Fuel Administration. Attached 
hereto is a syllabus showing the character of instruction that should be 
covered in such a course. This course should be open to students who have 
completed six terms of a program in chemistry or engineering. A syllabus 
of this course approved by the United States Fuel Administration is as 
follows : 

SYLLABUS OF COURSE IN 
THE CHEMISTRY OF COMBUSTION AND FUEL ENGINEERING 

1. Chemistry of Combustion: Weight and volume relations in reactions, 

weight and volume of air used for combustion, weight and volume 
of products of combustion, theoretical and excess air. 

2. The Gas Laws : Volume corrections for pressure and temperature, par- 

tial pressures, air-vapor mixtures — humidity. 



3. Thermal Reactions : Calorific value of fuels. 

4. Specific Heats of Gases : Theoretical temperature of combustion. 

5. Composition and Properties of Fuels : Solid, liquid and gaseous fuels. 

6. Gas Producers: Producer reactions, factors influencing producer oper- 

ation, heat losses in producers. 

7. The Combustion Process in Furnaces : Efifects of furnace design, depth 

of fuel, air supply. 

8. Heat Losses in Furnaces : Incomplete combustion, heat in waste gases, 

excess air, conduction and radiation, effect of insulation. 

9. Utilization of Heat in Waste Gases: Recuperation, regeneration, pro- 

duction of steam, drying and heating. 

10. Chimneys and Drafts: Principles of flow of gases, natural and forced 

draft, measurement of draft, control of draft. 

11. Temperature Measurement: Measurement of heat effect, measurement 

of degree of heat. 

12. Industrial Furnace Operation : Types of kilns and furnaces. 

13. Systematized Furnace Operation: Firing practice, methods of control 

of firing conditions, firing records. 

COMMITTEE ON EDUCATION AND SPECIAL TRAINING, 

By R. C. Maclaurin, 
Educational Director, Collegiate Section. 
September 25, 1918. 



(Advance Copy) C.b.29. 

WAR DEPARTMENT 

COMMITTEE ON EDUCATION AND SPECIAL TRAINING 

Special Bulletin 

INFORMATION FOR ARCHITECTURAL SCHOOLS 

L The terms should be arranged in all schools on a quarterly basis, in each 
term twelve weeks being devoted to instruction and examinations. 

2. Members of the Students Army Training Corps will live in barracks 
as prescribed by the military authorities, and be under military discipline 
continuously. A definite time schedule of work must be arranged, eleven 
hours per week being devoted to practical military instruction (drill, etc.), 
theoretical military instruction, and physical training; and forty-two hours 
to academic instruction, this time including lectures, recitations, work in 
drafting rooms and supervised study. 

3. Architectural schools are classified as technical or professional schools 
under the regulations of the Students Army Training Corps (see Special 
Regulations, par. 26). The program of studies for these schools is not pre- 
scribed but may be any program approved by the Educational Director. It 
need not be made up from the list of allied subjects set forth in the regulations. 

4. Samples of approved programs may later be distributed for the guidance 
of the schools, but meanwhile each school should make up its own program 
on the following principles : 

(a) The treatment of all subjects, as far as their nature permits, must be 
related to the needs arising from the present national emergency. 

(b) Subjects not of a direct technical nature should be selected as far as 
possible from the list of allied subjects but in all cases these should be adapted 
to the purposes of an architectural school. In making selections from the list 
of allied subjects an effort should be made to include as many as possible of 
those subjects referred to in General Circular C.a.4, dealing with curricula 
and indicating the needs of men belonging to particular age groups who are 
preparing for special branches of the service. 

(c) The required course on War Issues should be given in accordance with 
the directions set forth in the Special Circulars on that subject (C.c.12. and 
C.c.13.). It should cover three hours per week with corresponding time 
for study and be continued for three terms except for those members of the 
Students Army Training Corps who may be excused from this course as in- 
dicated in Section 26 of the Special Regulations. 

(d) Except as indicated above, the program of study should follow the 
normal lines laid down in a good school of architecture. Special attention 
should be given to those subjects that are basic in the training of an archi- 
tect (design, construction and drawing) and these shovdd be reinforced 
by work in sanitation, topographical drawing, mathematics, English and 
French. 



(c) Inasmuch as students may be ordered out of college with reference 
to the age groups to which they belong, the program should be arranged 
as far as practicable to fit in with this condition. Students who are prepar- 
ing to enter definite branches of the service should be given an opportunity 
of taking the subjects indicated in General Circular C.a.4 as appropriate in 
their cases. It should be understood that although these subjects are not 
required as a condition of entrance to special branches of the service, a student 
who lacks preparation in them will be at a disadvantage when he joins the 
particular branch of the service that is indicated. 

The program in architectural engineering should be modified so as to con- 
form to the regulations laid down for engineering schools, see Special Bulletin 
C.b.26. Students following this program will naturally look forward to serv- 
ice in the Engineer Corps. 

COMMITTEE ON EDUCATION AND SPECIAL TRAINING, 

By R. C. Maclaurin, 
Educational Director, Collegiate Section. 
September 25, 1918. 



(Advance Copy) C.b.30. 

WAR DEPARTMENT 

COMMITTEE ON EDUCATION AND SPECIAL TRAINING 

Special Bulletin 

INFORMATION FOR AGRICULTURAL SCHOOLS 

1. The terms should be arranged in all schools on a quarterly basis, in each 
term twelve weeks being devoted to instruction and examinations. 

2. Members of the Students Army Training Corps will live in barracks 
as prescribed by the mihtary authorities, and be under military discipline 
continuously. A definite time schedule of work must be arranged, eleven 
hours per week being devoted to practical military instruction (drill, etc.), 
theoretical military instruction, and physical training; and forty-two hours 
to academic instruction, this time including lectures, recitations, work in the 
laboratory and supervised study. 

3. Agricultural schools are classified as technical or professional schools 
under the regulations of the Students Army Training Corps (see Special 
Regulations, par. 26). The program of studies for these schools is not pre- 
scribed but may be any program approved by the Educational Director. It 
need not be made up from the list of allied subjects set forth in the regulations. 

4. Samples of approved programs may later be distributed for the guidance 
of agricultural schools, but meanwhile each school should make up its pro- 
gram on the following principles : 

(a) The treatment of all subjects, as far as their nature permits, must be 
related to the needs arising from the present national emergency. 

(b) Subjects not of a direct technical nature should be selected as far as 
possible from the list of allied subjects; but in all cases these should be 
adapted to the purposes of an agricultural school, e. g. biology may properly 
be interpreted to include not only botanical and zoological courses, but physi- 
ology (vegetable and animal), pathological and entomological courses, and 
genetics. Economics should be construed to include agricultural economics 
if it is given as a fundamental general course. 

In making selections from the list of allied subjects an efifort should be made 
to include as many as possible of those subjects referred to in General Cir- 
cular C.a.4, dealing with curricula, and indicating the needs of men belong- 
ing to particular age groups who are preparing for special branches of 
the service. 

(c) The required course on War Issues should be given in accordance with 
the directions set forth in the Special Circulars on that subject (C.e.l2 and 
C.e.l3). It should cover three hours per week with corresponding time for 
study and be continued for three terms except for those members of the 
Students Army Training Corps who may be excused from this course as 
provided in Section 26 of the Special Regulations. 

(d) Except as indicated above, the program of study should follow the 
normal lines laid down in a good school of agriculture. Non-essential subjects 



should not be offered unless the school is properly equipped with teachers and 
laboratories to give the essential instruction well. 

(e) Inasmuch as students may be ordered out of educational institutions 
whenever their age groups are reached the program should be arranged as far 
as practicable to fit in with this eventuality. Students who are preparing to 
enter definite branches of the service should be given the opportunity to 
take the subjects indicated in General Circular C.a.4 as essential in the case 
of each branch. It should be understood that although these subjects are not 
absolutely required as a condition of entrance to special branches of the serv- 
ice (e. g. Engineer Corps, Ordnance Corps, Field Artillery, etc.), a student 
who lacks preparation in the designated subjects will be at a disadvantage 
when he seeks to join the particular branch of the service that is indicated. 

COMMITTEE ON EDUCATION AND SPECIAL TRAINING. 

By R. C. Maclaurin, 
Educational Director, Collegiate Section. 
September 25, 1918. 



' (Advance Copy) C.b.31. 

WAR DEPARTMENT 

COMMITTEE ON EDUCATION AND SPECIAL TRAINING 

Special Bulletin 

INFORMATION FOR MEDICAL SCHOOLS 

AND 
PROGRAM FOR PREMEDICAL STUDENTS 

1. Beginning October 1st, terms should be arranged in all schools on a 
quarterly basis, in each term twelve weeks being devoted to instruction and 
examinations. 

2. Members of the Students Army Training Corps will be under military 
discipline continuously, and, as soon as proper arrangements can be completed, 
they will live in barracks as prescribed by the military authorities. A definite 
schedule of work must be arranged, eleven hours per week being devoted by 
medical students to practical military instruction (drill, etc.), theoretical mili- 
tary instruction and physical training, and forty-two hours per week to 
professional instruction, this time including lectures, recitations and super- 
vised study. In the case of students who have pursued for at least one year 
at an approved institution such studies as form part of the program of 
preparation for the Medical Corps the Committee on Education and Special 
Training may authorize a reduction in the hours of military instruction to 
not less than six hours provided the reduction is made good by the substi- 
tution of a corresponding number of hours in approved medical subjects. 
(For the schedule for premedical students see 6 and 7, below.) Seniors 
should enter the Students Army Training Corps; but it is expected that 
special arrangements will be made for those who are serving as internes 
in hospitals, and possibly for other advanced students — probably by means 
of furlough. 

3. Medical schools are classified as professional schools under the Special 
Regulations for the Students Army Training Corps (Aa.l, par. 26). The 
program of studies for these schools is not yet prescribed, but a program 
approved by the Committee on Education and Special Training will be sent 
to the schools in the near future. In the meantime the schools should continue 
their existing programs except for such modifications as may be necessary to 
introduce military training, and the course in War Issues. 

4. Students intending to prepare for the study of medicine should register 
as premedical students. 

5. Premedical students must pursue a course that is approved as a pre- 
medical course by the Committee on Education and Special Training. 

6. A special War Issues course is prescribed for all students who are not 
excused under the following provisions of par. 26, Special Regulations : 

"The District Educational Director (Section A — Collegiate Section) may 
empower colleges to excuse from this course : 



"(1) Members of the S. A. T. C. who have had a similar course even 
though not identical in every detail, or 

"(2) Members of the S. A. T. C. who have already had at least two years 
of work of collegiate grade in an approved institution and who should be 
required to concentrate the whole of their time on advanced studies." 

The War Issues Course is described in Special Descriptive Circulars C.c. 12 
and C.c. 13. 

7. For the first quarter of the premedical course the following program 
is prescribed: Inorganic Chemistry, 21 hours per week; Biology, 12 hours 
per week; War Issues, 9 hours per week, and Military Instruction, 11 hours 
per week. This course corresponds to the course approved for students of 
Chemistry' and Chemical Engineering with the substitution of Biology for 
Mathematics. Students in the premedical group may profitably be taught in 
Chemistry in classes together with students taking the Chemistry program. 
The program for the remaining terms of the premedical course will be sub- 
mitted later. The premedical course will be condensed to cover four terms 
of twelve weeks each and eleven hours of military instruction will be required. 

8. Students who have already pursued the premedical course for one school 
year should concentrate on Chemistry, Physics and Biology. In each case 
they should take work in these subjects to the extent needed to meet the 
present requirements for admission to medical schools in order that they may 
be prepared to enter upon their professional study of medicine as soon as 
practicable. Second-year premedical students will have eleven hours of mili- 
tary instruction. 

9. Those who pursue a course not approved as a premedical course (see 
sections 4 and 5) will not be regarded as premedical students, and their atten- 
tion should be directed to General Circular C.a.4. 

COMMITTEE ON EDUCATION AND SPECIAL TRAINING, 

By R. C. Maclaurin, 
Educational Director, Collegiate Section. 
October 3, 1918. 



(Advance Copy) C.b.32. 



WAR DEPARTMENT 

COMMITTEE ON EDUCATION AND SPECIAL TRAINING 

SPECIAL BULLETIN 

ON 

PROGRAM IN PHARMACY 



The program here presented is not prescribed, but is an example of 
what will be approved. It is intended to indicate how existing pro- 
grams may be modified by eliminations and condensations so as to meet 
the needs of the present emergency. The program covers eight terms of 
twelve weeks, but it must not be inferred that every student entering on 
such a course will be kept at college until he completes it. The time that 
he will be permitted to pursue the course will depend on the needs of the 
service and the academic record of the student. In addition to the instruc- 
tion indicated in the program, eleven hours per week of military instruc- 
tion are prescribed for the first three terms of the program, and six hours 
per week for the remainder of the program. The total time to be de- 
voted to military and academic instruction, including examinations, lec- 
tures, recitations, laboratory work and supervised study, is 53 hours per 
week. The hours set forth in the program represent the total time de- 
voted each week to the subjects named. The relation of the time given 
to study to that assigned to lectures, recitations and laboratory work varies 
considerably with the nature of the subject, but on the average the former 
is not more than half of the total time allotted. The subject. War Issues, 
which must be combined with English Composition is, with the exceptions in- 
dicated in Section 26 of the Regulations of the S. A. T. C, prescribed 
for three terms with nine hours per week for lectures, recitations and stvtdy. 



1ST TERM 

Chemistry 



Hours per week 



Pharmacy 9 

Botany 6 

Physiology & Hygiene 6 

War Aims & English Compo- 
sition 9 



5TH TERM 



Hours per week 



12 Chemistry 15 



Pharmacy & Dispensing 15 

Bacteriology 12 

Pharmacology & Posology .... 5 



2D TERM 

Chemistry 12 

Pharmacy 9 

Pharmacognosy 6 

Physiology & Hygiene 6 

War Aims & English Compo- 
sition 9 



6TH TERM 

Chemistry 15 

Pharmacy & Dispensing 24 

Preparation of Diagnostic Rea- 
gents 5 

First Aid 3 



3D TERM 

Chemistry 12 

Pharmacy 9 

Pharmacognosy 6 

Pharmacology & Posology ... 6 
War Aims & English Compo- 
sition 9 



7TH TERM 

Chemistry 15 

Pharmacy & Dispensing 15 

Pharmacopoeial Assay 12 

Urinalysis 5 



4TH TLRM 

Chemistry 15 

Pharmacy 15 

Pharmacology & Posology .... 5 

Bacteriology 12 



8TH TERM 

Chemistry 15 

Pharmacy & Dispensing .... 23 

Applied Microscopy 9 



COMMITTEE ON EDUCATION AND SPECIAL TRAINING, 

By R. C. Maclaurin, 
Educational Director, Collegiate Section. 



October 1, 1918. 



(Advance Copy) C.b.33. 

WAR DEPARTMENT 

COMMITTEE ON EDUCATION AND SPECIAL TRAINING 

Special Bulletin 

ON 
PROGRAM IN VETERINARY MEDICINE 

The course in veterinary medicine presented herewith is not prescribed but 
is to be regarded as an example of what will be approved. It is intended to 
indicate how existing courses may be modified by eliminations and condensa- 
tions to meet the needs of the present emergency. 

The course covers ten terms of twelve weeks each. At the termination 
of each period of twelve weeks there will be a period of one week in which 
no professional subjects will be taught so that, actually, each term will extend 
over a period of thirteen weeks. The total time to be devoted to military 
and academic instruction, including lectures, recitations, laboratory work, 
supervised study and examinations is 53 hours per week. The hours set 
forth for the professional subjects represent the time which is to be devoted 
each week to classroom or laboratory work in these subjects. The time 
allotted for supervised study is to be divided between the subjects indicated, 
according to the character of the subject and the time devoted to it in the 
classroom or laboratory. 

It must not be assumed that every student entering on this course will be 
permitted to remain in college until he completes it. The time he will be 
permitted to continue will depend upon the needs of the service and his 
academic record. 

COURSE IN VETERINARY MEDICINE 

No. of No. of 

1ST TERM hours per week hours per week 

2D TERM 

a. Military instruction 11 ht-i-. • . .• ' n 

■' a. Military instruction 11 

b. War Aims (including 6 hours ^ ^yar Aims (including 6 hours 

study) 9 study) 9 

c. Anatomy 17 c. Anatomy 14 

d. Chemistry 4 d. Chemistry 4 

e. Biology or botany 2 ^- Biology or botany 2 

Study hours for subjects c. d ^ i i r ■ 

, ,^ Studv hours for subiects c, d, 

and e 10 ' , ■' ' ^ 

eand f 10 

53 53 



No. of 
< hours per week 

3D TERM 

a. Military instruction 11 

b. War Aims (including 6 hours 

study) 9 

c. Animal Industry 3 

d. Chemistry or physiology 9 

e. Histology 8 

f. *Optional 3 

Study hours for subjects c, d, 

e and f 10 



No. of 
hours per week 
6TH TERM 

a. Military instruction 6 

b. Anatomy 11 

c. Clinics 12 

d. Physical Diagnosis 5 

e. General Surgery 3 

Study hours for subjects b, c, 

d and e 16 



53 



53 



4TH TERM 

a. Military instruction 6 

b. Animal Industry 5 

c. Materia Medica 4 

d. Parasitology 3 

e. General Pathology 9 

f. Pharmacy 4 

g. Physiology 4 

h. ^Optional 2 

Study hours for subjects b, c, 

d, e, f, g, and h 16 

53 

5TH TERM 

a. Military instruction 6 

b. Anatomy 13 

c. Bacteriology 8 

d. Pharmacology and Thera- 

peutics 6 

e. Physiology 4 

Study hours for subjects b, c, 

d and e 16 



7TH TERM 

a. Military instruction 6 

b. Animal Industry 3 

c. Clinics 12 

d. Embryology 2 

e. Principles of Horseshoeing .... 3 

f. Medicine 3 

g. Special Pathology 5 

h. General Surgery 3 

Study hours for subjects b, c, 

d, e, f, g, and h 16 



53 



8TH TERM 

a. Military instruction 6 

b. Autopsies 2 

c. Clinics 12 

d. Horseshoeing Practicum 4 

e. Medicine 2 

f. Obstetrics 3 

g. Special Pathology 3 

h. Special Surgery 5 

Study hours for subjects b, c, 

d, e, f, g, and h 16 



53 



53 



•TTiis time must be devoted to one of the following subjects: physics, histology, physiology, 
blo-chemistry or anatomy. 



No. of 
hours per week 
9TH TERM 

a. Military instruction 6 

b. Autopsy 2 

c. Clinics 12 

d. Medicine 2 

e. Milk Hygiene 5 

f. Immunity and Serum Therapy 2 

g. Special Surgery 8 

Study hours for subjects b, c, 

d, e, f and g 16 



53 



No. of 
hours per week 
lOTH TERM 

a. Military instruction 6 

b. Autopsies 2 

c. Clinics 12 

d. Jurisprudence 1 

e. Meat Hygiene 3 

f. Medicine 2 

g. Sanitation and Hygiene 2 

h. Surgical Anatomy 3 

i. Special Surgery 6 

Study hours for subjects b, c, 

d, e, f, g, h, and i 16 

53 



Animal Industry : This course should include at least four of the following 
subjects: equitation, market types, feeds, feeding, breeds, and breeding. 

Dentistry is to be included in special surgery. 

Surgical Diagnosis is included in general or special surgery. 

Ophthalmology is included in surgery or medicine. 

Diseases of genital organs are included in obstetrics or special surgery. 

Surgical exercises. A part of the time scheduled for special surgery is to 
be devoted to surgical exercises. 

COMMITTEE ON EDUCATION AND SPECIAL TRAINING, 

By R, C. Maclaurin, 
Educational Director, Collegiate Section. 



October 1, 1918. 



(Advance Copy) C.b.35. 

WAR DEPARTMENT 

COMMITTEE ON EDUCATION AND SPECIAL TRAINING 

Special Bulletin 

ON 
INFORMATION AND PROGRAM FOR DENTAL SCHOOLS 

1. The terms should be arranged in all schools on a quarterly basis, in 
each term twelve weeks being devoted to instruction and examinations. 

2. Members of the Students Army Training Corps will be under military 
discipline continuously and will live in barracks as prescribed by military 
authorities. A definite schedule of work must be arranged, eleven hours 
per week being devoted to military instruction ; and forty-two hours to the 
War Issues course and professional instruction, this time including lec- 
tures, recitations and supervised study. In the case of students who have 
pursued for at least one year at an approved institution such studies as form 
part of the program of preparation for the Dental Corps, the Committee on 
Education and Special Training may authorize a reduction in the hours of 
military instruction to not less than six hours, provided the reduction is made 
good by the substitution of a corresponding number of hours in approved 
dental subjects. 

3. Dental Schools are classified as professional schools under the Special 
Regulations for the Students Army Training Corps (Aa. 1, Par. 26). 

4. A special War Issues course is prescribed for all students who are 
not excused under the following provisions of par. 26, Special Regulations: 

"The District Education Director (Section A — Collegiate Section) may 
empower colleges to excuse from this course : ( 1 ) Members of the S. A. 
T. C. who have had a similar course even though not identical in every 
detail, or (2) Members of the S. A. T. C. who have already had at least 
two years of work of collegiate grade in an approved institution and who 
should be required to concentrate the whole of their time on advanced 
studies." 

The War Issues Course is described in Special Circulars C.e.l2 and C.e.l3. 
The modification of this course for Dental Schools requires that it shall 
occupy six months (two terms) instead of nine months (three terms). For 
the freshman class the course should be combined with English Composition. 
There should not be more than one lecture per week, with one hour for 
class discussion, and one hour for the discussion of written work on the 
subject of the course, considered both for its form and content, and six 
hours devoted to study. For other classes, this course must consist of a 



minimum of three class-room hours per week, with corresponding study 
hours, for six months. 

5. The program of studies for the senior, junior and sophomore classes 
in dental schools will for the present conform to the schedules previously 
arranged by the respective schools, with such modification as may be neces- 
sary to meet the military program, and to permit of examinations being held 
at the close of each of the three terms between now and June 22, 1919. 
The weekly program for these classes will consist of six hours of military 
instruction, nine hours devoted to the War Issues Course, and thirty-eight 
hours devoted to professional courses. 

6. The weekly program for the freshman class must include Military In- 
struction 1 1 hours in each term. War Issues and English 9 hours in the first 
and second terms. For the professional schedule for this class the following 
subjects are prescribed and the approximate distribution of hours is indicated : 
First term, October 1 to December 21 ; Biology 12 hours. Chemistry 12 hours. 
Dental Anatomy 9 hours. Second term, December 30 to March 22; Chem- 
istry 12 hours, Anatomy (arm or leg, thorax and abdomen, including dissec- 
tion) 11 hours. Prosthetic Technic 10 hours. Third term, March 30 to June 
22; Histology (general) 12 hours. Operative Technic 10 hours, Prosthetic 
Technic 11 hours, English 9 hours. It is understood that the hours stated 
above represent in each case the time over all including class-room, laboratory 
and study. 

7. Some variation as to the term during which specified courses are given 
will be permitted in cases in which any of the above courses not prescribed 
for the first term may already be too far advanced to justify a change, or 
in cases in which the physical equipment of the school, or the burden placed 
on certain teachers by the plan of intensifying the courses, will make it more 
practicable to give a course to half of the class in one term and half in an- 
other. For example, the laboratory course in anatomy may be given to one 
half of the class in the second term and to the other half in the third term. 
In this case, the course in histology or that in operative technic would neces- 
sarily be similarly divided. All of the prescribed courses must be completed 
during the current school year. 

8. The courses in Physics and Technical Drawing scheduled by many 
dental schools for the freshman year are omitted. These may be included 
in the Sophomore program of this class. 

COMMITTEE ON EDUCATION AND SPECIAL TRAINING, 

By R. C. Maclaurin, 
Educational Director, Collegiate Section. 
October 15, 1918. 



(Advance Copy) . ;:f; ;j y ■ ]C.b.35.a, 



WAR DEPARTMENT 

COMMITTEE ON EDUCATION 
AND SPECIAL TRAINING 

SPECIAL BULLETIN 

ON 

PROGRAM IN DENTISTRY 

The program here presented is not prescribed, but is an example of what 
will be approved. It is an arrangement of the dental program in twelve 
terms, with a proper allowance of time for military instruction and for the 
War Issues course. This schedule is planned to be followed by the present 
freshman class and is not intended for the other classes during the present 
school year. However, it may serve as an aid in arranging the schedules 
of these classes on the term basis. The program for senior, junior and 
sophomore classes for the current year must comply with par. 5, Bulletin 
C.b.35. 

Each term will consist of twelve weeks, inclusive of time for examinations. . 

The sequence of subjects has been carefully studied in the preparation of 
this program. For what may be termed the basic studies, the arrangement 
is as follows: Biology, Inorganic Chemistry, Anatomy (arm or leg, thorax 
and abdomen). Histology (general), Physics, Organic Chemistry, Metal- 
lurgy, Anatomy (head and neck). Physiology, Physiological Chemistry, Bac- 
teriolog>'. Materia Medica, Pharmacology, Pathology (general). Surgery, 
Anesthesia. 

The dental subjects present in the following order: Dental Anatomy, 
Technical Drawing, Prosthetic Technic, Operative Technic, Dental Histol- 
ogy, Operative Dentistry, Prosthetic Dentistry, Dental Pathology, Radiog- 
raphy, Orthodontia, Oral Surgery, Dental Ethics, Dental Jurisprudence, 
Dental Economics. 

In the tenth, eleventh and twelfth terms, two class hours have been as- 
signed to each of the following subjects : Operative Dentistry, Prosthetic 
Dentistry, Dental Pathology, and Oral Surgery. It is suggested that one 
hour for each shall be devoted to seminar work, the class being divided into 
small sections. 

It is expected that the subjects mentioned for each group of three terms 
will be given within that particular nine months, although there may be 
reasonable variation as to the term in which the specified subjects are sched- 
uled in cases where the physical equipment of the school, or the burden 
placed on certain teachers by the plan of intensifying the courses, justifies 
the change. It may often be advantageous to give a particular course to 
half of a class in one term and half in another. Each school may work out 
the schedule to which it may best adapt itself, so long as the subjects of each 
group of three terms are complete within the three-term period. 



COMMITTEE ON EDUCATION AND SPECIAL TRAINING 

SUGGESTIVE COURSE FOR DENTAL SCHOOLS ARRANGED BY TERMS 
EACH TERM, INCLUDING EXAMINATIONS, TO OCCUPY 12 WEEKS 



First term : Hours per week 

Total Class Lab. 

Biology 12 3 7 

Inorganic Chemistry ,12 3 6 

Dental Anatomy 9 1 7 

War Issues and English 9 3 . . 

Drill 11 .. .. 

Totals S3 10 20 

Allowance for Study, 12 hours. 



Second term : Hours per week 

Total Class Lab. 

Inorganic Chemistry 12 3 6 

Anatomy (arm or leg, thorax, 

abdomen) 11 2 8 

Prosthetic Technic 10 1 8 

War Issues and English 9 3 . . 

Drill 11 .. .. 

Totals 53 9 22 

Allowance for Study, 11 hours. 



Third term : Hours per week 

Total Class Lab. 

Histology, general 12 3 7 

Operative Technic 10 2 6 

Prosthetic Technic 8 1 6 

Technical Drawing 3 . . 3 

English 9 3 . . 

Drill 11 .. .. 

Totals 53 9 22 

Allowance for Study, 11 hours. 



Fourth term : 

Organic Chemistry and Metal- 
lurgy 12 3 7 

Physics 12 2 7 

Comparative Dental Anatomy . . 2 1 . . 

Operative Technic 11 2 6 

Prosthetic Technic 10 2 6 

Drill 6 .. .. 

Totals 53 10 26 

Allowance for Study, 11 hours. 



Fifth term : 

Anatomy (head and neck) 10 2 6 

Physiology 7 2 3 

Physiological Chemistry 8 2 4 

Dental Histology and Embry- 
ology 7 2 3 

Operative Technic 7 2 3 

Prosthetic Technic .' . 8 1 6 

Drill 6 .. .. 

Total 53 11 25 

Allowance for Study, 11 hours. 



Sixth term : 

Anatomy (head and neck) 10 2 6 

Physiology 9 3 3 

Bacteriology 11 3 6 

Operative Technic 3 1 . . 

Prosthetic Technic 9 1 6 

Clinic 5 .. 5 

Drill 6 .. .. 

Totals 53 10 26 

Allowance for Study, 11 hours. 



Seventh term : 

Physiology (nervous system) 6 .3 . . 

Materia Medica and Pharma- 
cology 8 2 4 

Pathology 4 2 . . 

Operative Dentistry 5 2 . . 

Prosthetic Dentistry 12 1 9 

Clinic 12 .. 12 

Drill 6 .. .. 

Totals 53 10 25 

Allowance for Study, 12 hours. 



Tenth term : 

Dental Pathology 5 2 . . 

Oral Surgery 7 2 2 

Orthodontia 3 1 

Operative Dentistry 5 2 . . 

Prosthetic Dentistry 5 2 . . 

Clinic 22 .. 22 

Drill 6 .. .. 

Totals 53 9 24 

Allowance for Study, 14 hours. 



Eighth term: 

Pathology 8 2 4 

Dental Pathology 3 1 .. 

Surgery 3 1 . . 

Oral Hygiene 3 2 . . 

Operative Dentistry 5 2 . . 

Prosthetic Dentistry 9 1 6 

Clinic 16 .. 16 

Drill 6 .. .. 

Totals 53 9 26 

Allowance for Study, 12 hours. 



Eleventh term : 

Dental Pathology 5 2 . . 

Oral Surgery 7 2 2 

Orthodontia 2 1 .. 

Operative Dentistry 5 2 . . 

Prosthetic Dentistry 5 2 . . 

Dental Ethics and Jurisprudence 2 1 . . 

Clinic 21 .. 21 

Drill 6 .. .. 

Totals 53 10 23 

Allowance for Study, 14 hours 



Ninth term: 

Physical Diagnosis 3 

Anesthesia 2 

Radiography 2 

Dental Pathology 6 

Orthodontia 4 

Operative Dentistry 5 

Prosthetic Dentistry 5 

Clinic 20 

Drill 6 



Totals 53 9 26 

Allowance for Study, 12 hours. 

Twelfth term: 

Dental Pathology 5 2 , . 

Oral Surgery 7 2 2 

Orthodontia 2 1 .. 

Operative Dentistry 5 2 . . 

Prosthetic Dentistry 5 2 , . 

Dental Economics 2 1 . , 

Clinic 21 .. 21 

Drill , 6 .. .. 

Totals 53 10 23 

Allowance for Study, 14 hours. 



In the tables the first column of figures represents the time over all for each subject, including lecture, recitation, 
laboratory and study hours; the second column the number of hours for class work (lecture or recitation), and the 
third column the number of hours for laboratory exercises. It should be clearly understood that the hours in the 
tables are not prescribed, but are only suggested as a fair division of the time for the various subjects in the course. 

The subjects for the first three terms were prescribed in Bulletin C.b.35. It will be noted that Technical Drawing 
has been included in the third term. A part of the time assigned to Anatomy in the second term might be devoted to 
comparative vertebrate anatomy, to supplement the course in Biology. 

Note: The above division of time is equivalent to the requirements of the Dental Educational Council of America. 



Summary of Hours for Class and Laboratory Exercises 

The division of time suggested will give the total number of hours 
for class and for laboratory exercises in each subject, also the total 
hours devoted to each subject, by groups of three terms each, as 
follows : 



First, Second and Third Terms : 

Total Class Lab. 

Biology 36 84 120 

Inorganic Chemistry .... 72 144 216 
Anatomy (arm or leg, tho- 
rax, abdomen) 24 96 120 

Histology (general) 36 84 120 

r>ental Anatomy 12 84 96 

Operative Technic 24 72 96 

Prosthetic Technic 24 168 192 

Technical Drawing 36 36 

War Issues and English 108 .. 108 

336 768 1104 

Study 408 

Drill 396 

1908 



Seventh, Eighth and Ninth Terms: 

Total Class Lab. 

Physiology (nervous sys- 
tem) 36 .. 36 

Materia Medica and Phar- 
macology 24 48 72 

Pathology 48 48 96 

Physical Diagnosis 12 12 24 

Surgery 12 . . 12 

. Anesthesia 12 . . 12 

Radiography 12 . . 12 

Dental Pathology 24 36 60 

Operative Dentistry 72 . . 72 

Prosthetic Dentistry 48 . . 48 

Prosthetic Technic 180 180 

Orthodontia 12 24 36 

Oral Hygitne 24 .. 24 

Clinic 576 576 

336 924 1260 

Study 432 

Drill 216 

1908 



Fourth, Fifth and Sixth Terms: 

Total Class Lab. 
Organic Chemistry and 

Metallurgy 36 84 120 

Physiological Chemistry ..24 48 72 

Physics 24 84 108 

Anatomy (head and neck) 48 144 192 

Physiology (general) .... 60 72 132 

Bacteriology 36 72 108 

Comp. Dental Anatomy . . 12 . . 12 
Histology (dental) and 

Embryology 24 36 60 

Operative Technics 60 108 163 

Prosthetic Technics 48 216 264 

Clinic 60 60 

372 924 1296 

Study 396 

Drill 216 

1908 

Tenth, Eleventh and Twelfth Terms: 

Total Class Lab. 

Dental Pathology 72 .. 72 

Operative Dentistry 72 . . 72 

Prosthetic Dentistry 72 . . 72 

Oral Surgery 72 72 144 

Orthodontia 36 . . 36 

Dental Ethics and Juris- 
prudence 12 . . 12 

Dental Economics 12 . . 12 

Clinic 768 768 

348 840 1188 

Study 504 

Drill 216 

1908 



Suggestions Relative to the Arrangement of Weekly 
Time Schedules 

If the weekly time table is so arranged that there is 
a study hour from 7 :30 to 9 :45 in the evening, this pro- 
vides 11%^ evening study hours each week, omitting Sat- 
urday and Sunday evenings. If this is counted as 11 hours, 
there remain 42 hours per week for daytime schedule. 

For the freshman class the following daily program is 
suggested: School 8 to 12:30 and 1:30 to 2:30; Drill 3 
to 5 ; Recreation until Retreat. Saturday : Inspection 8 
to 9; School 9 to 12:30. This provides 11 hours for mili- 
tary instruction and 31 hours for class, laboratory and 
study, in addition to the evening study hours. 

For the sophomore, junior and senior classes, two daily 
programs are suggested : ( 1 ) School 8 to 12 :30 and 1 :30 
to 3 :30 ; Drill 4 to 5 ; Recreation until Retreat. Saturday : 
Inspection 8 to 9; School 9 to 12:30. (2) Tuesday and 
Thursday: School 8 to 12:30 and 1 :30 to 3; Drill 3 to 5 ; 
Recreation until Retreat. Monday and Friday : School 8 
to 12 :30 and 1 :30 to 4; Recreation until Retreat. Wednes- 
day: Military Instruction 8 to 9; School 9 to 12:30 and 
1 :30 to 4 :30 ; Recreation until Retreat. Saturday : In- 
spection 8 to 9; School 9 to 12:30. Either plan provides 
6 hours for military instruction and 36 hours for class, 
laboratory and study, in addition to the evening study hours. 

The drill hours might be placed in the early morning and 
similar schedules worked out, with additional school hours 
in the afternoon. 

These programs are only suggestive. It is expected that 
the Commanding Ofificer and the Dean will co-operate in 
making the most satisfactory arrangement. Owing to the 
highly technical nature of the work of the dental student, it 
is important that the schedule shall give the best possible 
light during school hours. 

COMMITTEE ON EDUCATION AND SPECIAL TRAINING, 
By R. C. Maclaurin, 
Educational Director, Collegiate Section. 



(Advance Copy) C.b.36 

WAR DEPARTMENT 

COMMITTEE ON EDUCATION AND SPECIAL TRAINING 

SPECIAL BULLETIN 

ON 

BIOLOGY 

The course may be given in one term of twelve weeks with nine 
to eighteen hours per week, or may be extended to two terms of nine 
to eighteen hours each. The work should be divided approximately equally 
between botanical and zoological subjects, or Botany and Zoology may be 
presented in different terms, both subjects being required to complete the 
course in Biology. Following the elementary course in Biology, it may be 
found desirable to ofifer advanced courses leading toward special fields of 
study and research. 

It is believed that the best results will be obtained if the course in 
biology is given in one term, but it may be desirable to divide the term 
into two 6-week periods devoted respectively to Botany and Zoology. 
The course should consist of laboratory work on which lectures and 
class discussions can be based and, when possible, some field studies are 
desirable. Demonstrations should supplement or replace laboratory 
work only when it is necessary to save time or when the large size of 
classes makes individual studies impracticable. Any text-book aid that 
will hold students to self efifort and concentration may be used with profit. 

The biological courses now offered in the universities and colleges are 
generally fundamentally correct in content and method and they can serve 
the present emergency best by such modifications as will bring forward 
matter emphasized by war conditions. The services of Biology are essen- 
tially constructive and find their war application in fields of sanitation, 
hygiene, nutrition, forestry, and in the study of vegetation in relation 
to physiography. The present emergency has demonstrated to a pro- 
nounced degree the great value of biology in advancing human welfare. 

It is apparent that Biology is preparatory to and necessary for an 
understanding of a number of specialized subjects beyond its immediate 
horizon. It bears directly on the arts of medicine and agriculture* and 
on the general health and economic Hfe of a people and should be recog- 
nized as of immense and direct value in the organization of the resources 
of a country on a war basis. 

The course in Biology primarily should provide training for students 
who propose to become candidates for commissions as Ofificers of the 



*Special Bulletin C.b.3'1 deals -with Medical and Premedical courses; Special Descrip- 
tive Circular C.b.30 deals with Agriculture; Special Descriptive Circular C.b. 1 5 deals 
'with Hygiene and Sanitation. 



Line, but it should be a course basic for future students of medicine and 
for those who intend to pursue advanced work in agriculture, sanitation, 
hygiene, and in certain fields of engineering. The subject matter of the 
course will naturally group itself in fields of Botany and Zoology and its 
illustrative material should be selected with a view to its practical interest 
and bearing on prominent topics in the course. Some of the more im- 
portant subjects which may be developed in the course are as follows: 

Botanical Subjects 

1. The general structure and physiology of the seed plant. 

2. The elaboration and storage by plants of the more important animal 

foods, their nature and availability to man. 

3. The elements of wood structure in relation to timber values. Plant 

products of especial economic importance such as oils, gums, 
resins, drugs, dyes, tannins, etc. 

4. Some of the lower plants and especially those concerned with the 

pollution of water supplies, with fermentation and decay, and with 
disease. Sphagnum and its uses. 

5. Important plant associations, and their bearing on camp sites and mili- 

tary operations. Types of swamps as indicated by their vegeta- 
tion. Forest and shrub vegetation in relation to physiographic and 
climatic conditions, and to geological formations. 

Zoological Subjects 

1. The general structure and physiology of the vertebrate. 

2. Principles of nutrition. Balance of foods. 

3. Protozoa in relation to disease. 

4. Insects. Studies on fleas, lice, flies, or mosquitoes; their significance 

as carriers of disease or otherwise affecting health. 

5. Habits of rats and mice, roaches and other insect vermin in relation 

to disease and filth. 
It is urged that throughout the course elementary principles of or- 
ganic evolution should be made clear in their philosophical bearing. In 
appropriate connections simple vital statistics should be presented, such 
as the effect of war on birth and death rates, on health conditions, on 
food and its distribution. 

COMMITTEE ON EDUCATION AND SPECIAL TRAINING, 

By R. C. Maclaurin, 
Educational Director, Collegiate Section. 



(Advance Copy) C.b.40 



WAR DEPARTMENT 

COMMITTEE ON EDUCATION AND SPECIAL TRAINING 

SPECIAL BULLETIN 

ON 

PROGRAM FOR NAVAL SECTIONS 



1. As far as practicable, students in the Naval Sections of the Students 
Army Training Corps should follow an approved course in Mechanical En- 
gineering. (See Special Bulletin C.b.26, on Programs in Engineering.) 
Steam and Gas Engine subjects are necessary for students who attempt to 
qualify for Engineer Officers Schools, Naval Auxiliary Reserve. 

2. The program suggested below is for students who wish to prepare for 
line (deck) duty after further training in one of the Naval Training Station 
Schools maintained in the several Naval Districts of the country. The pro- 
gram is not prescribed, but may be taken as an example of what will be 
proved. Assignments to naval duty will depend on the special qualifica- 
tions of the student and on the emergency demands of the service. There 
is no guarantee that students who pursue the subjoined program will be ad- 
mitted to Officer-Material Schools. 

3. Terms should be arranged on a quarterly basis, in each term twelve 
Aveeks being devoted to instruction and examination. The subjects listed in 
the program should be continued from term to term, each term's work con- 
stituting a unit and advancing the student to a definite stage of accomplish- 
ment. The length of time students will be permitted to continue their studies 
will depend on the needs of the service and the academic record of the student. 

4. The hours given in the program represent the total time to be devoted 
each week to the subjects named, including class work, supervised study, 
laboratory and field work. So far as is possible, instruction in all subjects 
should have reference to the needs and problems of the navy and to naval 
life and duties. 



5. Eleven hours a week must be devoted to military and naval instruc- 
tion throughout the program. The course in War Issues is prescribed for 
nine hours a week for three terms, but certain students may be excused from 
this course under par. 26 of the Special Regulations. (See also Bulletins 
C.e.l2 and C.e.l3.) 

6. Students may enter advanced courses in any of the subjects named in 
the program whenever in the opinion of the instructor they are qualified to 
do so. In the course in Mathematics the usual order of subjects in college 
work should be followed, with special emphasis on work of value in naval 
theory and practice. The work should be thorough and should be done with- 
out effort to hasten the student at the expense of careful instruction. Stu- 
dents who have already had a college course in Physics may take Chemistry 
in place of Physics, or may pursue either Chemistry or Physics in advanced 
courses for which they are qualified. Meteorology will also be accepted as an 
elective, following Physics. Students who have had a year of college work 
in English Composition, or its equivalent, and have attained satisfactory 
standing in the subject, may devote the six hours assigned to English to an 
elective or to additional work in one of the other subjects in the program. 
Students excused from the course in War Issues may elect nine hours of 
work in History, Economics, or Government. 

7. The course approved for first year students is as follows : 

Military Instruction 11 hours 

War Issues 9 hours 

Mathematics 9 hours 

Physics 9 hours 

French or Spanish 9 hours 

English 6 hours 

8. Students who are capable of advanced work in German may elect Ger- 
man instead of French or Spanish. Proficiency in a single language is to 
be considered more important than an elementary knowledge of more than 
one. 

9. Institutions in which Astronomy and Navigation or technical Naval 
subjects can be competently taught should submit for approval programs 
including these subjects. 

10. Students who wish to enter the Pa)rmaster Corps should elect courses 
in Economics (Accounting, Business Management) after they have satisfied 
the requirements in English or in War Issues. Students who wish to enter 
the Naval Air Service should similarly elect Map-reading and Navigation 
(see Program B, Circular C.a.4), but such students should consult a Naval 
Officer concerning the special requirements for candidates for Naval Avia- 
tion. 



11. Military Instruction will cover special Naval Instruction in institutions 
to which Naval Officers are assigned with a sufficient complement of naval 
instructors. Students in such institutions will be told by the Naval Officer in 
command what naval texts to procure. 

12. Students in professional schools may enter Naval Sections of the 
Students Army Training Corps. Their professional study will be governed 
by the statements in the Bulletins of the Committee issued to schools of law, 
architecture, etc. 

COMMITTEE ON EDUCATION AND SPECIAL TRAINING, 

By R. C. Maclaurin, 
Educational Director, Collegiate Section. 
October 1, 1918. 



C. e. 12 

WAR DEPARTMENT 

COMMITTEE ON EDUCATION AND SPECIAL TRAINING 
SECTION OF Training and Instruction Branch 
War Plans Division. General Staff 
BBS STATE. WAR AND NAVY BUILDING 



Washington, September 10, 1918. 

FROM: The Committee on Education and Special Training. 

TO: Institutions where Units of the Student Army Training 

Corps are located. 

SUBJECT: Course on the Issues of the War. 

NOTE: — This Memorandum supersedes the tentative instructions on 
this subject dated August 27, 1918, and distributed at Fort Sheridan 
and Plattsburg. The only changes from the original Memorandum are 
contained in paragraphs 2, 6, 8 and 10, and these chan^^es are not such 
as to disturb plans made on the basis of the original Memorandum. 

1. PURPOSE: The Committee on Education and Special Training 
of the War Department has decided to include as an integral part of the 
work of all members of the Student Army Training Corps a course on the 
remote and immediate causes of the war and on the underlying conflict 
of points of view as expressed in the governments, philosophies and litera- 
tures of the various States on both sides of the struggle. The purpose of 
this course is to enhance the morale of the members of the Corps by 
giving them an understanding of what the war is about and of the su- 
preme importance to civilization of the cause for which we are fighting. 

2. MODIFICATION OF EXISTING COURSES : In a great many 
colleges and universities such courses have already been established and 
these courses can be continued with only such changes in content and 
organization as are necessary to make them conform to the requirements 
of the War Department and to the necessity for uniform training of 
officer material. The statement in the regulations of the Student Army 
Training Corps on this subject is as follows: 

"The program of study in allied subjects must include a course on 
the underlying issues of the tvar. This may be planned as a special 
War Issues Course with a minimum of 3 class-room hours per week, 
^th corresponding time for study, covering three terms; or the 
requirement may be met by a course or courses in history, govern- 
ment, economics, philosophy or modern literature where these courses 
are so planned as, in the opinion of the Educational Director, to ac- 
complish substantially the same purpose. 

"The Regional Director may empower colleges to excuse from this 
course: (1) Members of the S. A. T. C. who have had a similar 
course even though not identical in eviery detail, or (2) Members of 
the S. A. T. C. who have already had at least two years of work 
of collegiate grade in an approved institution and who should be 
required to concentrate the whole of their time on advanced studies." 

3. TIME: The course on the Issues of the War should occupy 
three class-room hours per week, with appropriate time for study, during 
nine months. It should be divided into units of three months each, each 
self-contained and complete as far as it goes, since some of the men 



may leave college at the end of three months and others at the end of 
six. Suggestions for the material for each of these three units of the 
course are contained in paragraph 6 below. 

4. ORGANIZATION : The Committee recommends that the course 
on the Issues of the War be planned by men representing the points of 
view of history, government, economics, philosophy and modern litera- 
ture, together with any other departments which the head of the institu- 
tion may wish to associate with them. The course may be organized 
in any department or by any group of men whom the head of the insti- 
tution considers suitable to give it. It is not necessary that any particular 
departments be formally represented in the group of men giving the 
course, but only that these various points of view enter into it. This 
is a war of ideas, and the Committee desires that the course should, in 
so far as the limited time allows, give to the members of the Corps some 
understanding of the view of life and of society which they are called 
upon to defend and of that view against which we are fighting. The 
policy of the Committee is to give each institution entire freedom in 
working out the problem, reserving only the right to approve or disap- 
prove of the solution. 

5. COMBINATION WITH ENGLISH COMPOSITION: The 

course on the Issues of the V/ar may be combined with the course in 
English Composition in institutions where that is considered feasible. 
The Committee recommends this, but does not wish to make it a re- 
quirement. In case such combination is made, care should be taken that 
the various points of view mentioned in the foregoing paragraph are 
represented in the work, preferably by calling on men from various other 
departments to assist in planning and in giving the course. It is obvious 
that written work connected with the subject-matter here outlined 
would serve the double purpose of giving the men training in English 
Composition and of making them think out more carefully the problems 
of the course on the Issues of the War. Suggestions for the type of 
composition work which should be given in this combination course 
will shortly be issued by the Committee. 

6. CONTENT: In order to achieve the end which has just been 
outlined the course should cover the events leading up to the outbreak 
of the war in August, 1914, the occasion of our entrance into it in 1917, 
and what, according to President Wilson's State Papers, are the neces- 
sary conditions for a satisfactory peace ; the remoter causes as shown by 
the development of political and economic rivalry between European 
states during the 19th century; and the conflicts of points of viev/ as ex- 
pressed in the governments, philosophies and literatures of the various 
States on both sides of the struggle. 

For the three-part division of the course suggested in paragraph 3 
above and made necessary by the fact that the soldiers may be called 
from the colleges into field service at varying times, the Committee 
suggests that the first three months be devoted mainly to the historical 
and economic causes of the war ; the second three months to the study of 
the points of view of the various nations engaged, as expressed in their 
governments and social institutions; and the third three months to the 
study of their points of view as expressed in their philosophies and litera- 
tures. By some consideration, in the second unit of the course, of the 



philosophy of government underlying the institutions of each country, 
the second term's work may be effectively tied up with the work of the 
third term. This arrangement of the material is only suggestive. An 
alternative arrangement, perhaps harder to administer but possessing 
many advantages, would be to devote the first term to the Central 
Powers, the second term to the Allies, and the third term to the United 
States, considering each group of countries from all the points of view 
mentioned above. In any arrangement of the course it will probably 
be found advisable to begin with some general lectures on geography and 
on the part which the various countries are playing in the war at the 
present moment. 

The Committee will not issue a hard and fast syllabus for the conduct 
of the course week by week, but will leave it to the various institutions 
to form their own plans and choose their own texts. Student soldiers 
will be required to buy textbooks for use in the work in exactly the same 
way as civilians. Each educational institution is left to decide whether 
the historical, literary, economic and philosophical aspects of the course 
shall be conducted by different men in rotation, or whether the same 
instructors shall teach all parts of it. In any case the best men avail- 
able in these various fields in each institution should be consulted in 
planning it. 

7. OPPORTUNITY FOR QUESTIONS: The course should offer 
abundant opportunity for questions and discussion. This opportunity 
may be obtained either by conducting it in small sections of from 25 to 
30 men each, or by large lectures with smaller sections or individual 
conferences for fuller discussion. The latter plan would make it possible 
for all the soldiers to have the advantage of hearing the strongest 
lecturers. 

8. MATERIALS: From its experience in conducting a briefer 
course of this type in about 150 Training Detachments of the National 
Army during the last few months, the Committee has collected certain 
materials which will be placed at the disposal of professors and instructors 
who are giving the course in units of the Student Army Training Corps. 
These materials consist of: 

(1) A selection from some thousands of questions on the war asked 
by soldiers in the Training Detachments, representing the doubts and 
difficulties which present themselves to the average man. These ques- 
tions will be printed in pamphlet form, with reference to the sources of 
information which will answer them. This pamphlet will be sent in a 
few weeks to all instructors giving the course. While it would be futile 
for any instructor to attempt to deal with all of these questions in his 
lectures, it is believed that the study of them will give him an idea of the 
difficulties in the minds of the members of his class. 

(2) A brief bibliography of books which have been found useful in 
giving this work and which should be provided in every college library 
will also be sent to each institution about October 1st. 

(3) A selection of the most important publications of the Committee 
on Public Information will be supplied free of charge to instructors in this 
course who send a request to the Committee on Public Information at 



10 Jackson Place, Washington, D. C. Duplicate copies of these pub- 
lications will be furnished free of charge by the Committee on Public 
Information to institutions for the use of soldiers in the Student Army 
Training Corps up to the limit of the editions available. Institutions 
are urged not to order a larger number of these pamphlets for their 
libraries than will actually be used. The new War Cyclopedia will 
probably be found especially valuable in this course. 

(4) Copies of the Strategic Map of Central Europe, 60 by 72 inches 
in size, prepared by the War College Division of the General Staff, may 
be procured by educational institutions from the Superintendent of Docu- 
ments, Government Printing Office, Washington, D, C, at 30c. each. 

(5) A brief list of suggestions for instructors based on the experi- 
ence of the Committee in conducting a course of this type in our Voca- 
tional Training Detachments will be sent direct from this Committee. 
Additional suggestions and materials will be issued to the institutions 
from time to time. 

9. ATTITUDE: The aim of the course should be to present facts 
rather than propaganda ; the method should be that of the teacher rather 
than of the orator. The men who are giving the course should be not 
merely good lecturers, not merely men who have made a special study of 
the issues of the war, but also men who are patient and successful in 
getting their classes to ask questions. The success of the work will 
depend mainly not on eloquence of presentation, or on the completeness 
of the body of facts, but rather upon making these facts answer convinc- 
ingly the questions in the minds of the soldiers, even though these ques- 
tions may seem in some cases trivial or irrelevant. The ideal of the 
work should be to make the issues of the war a living reality to each man. 
Its purpose should be to develop the minds of the men as well as to 
enhance their morale. 

10. NOMINATION OF INSTRUCTORS: Immediately upon re- 
ceipt of this letter institutions are asked to report to Frank 
Aydelotte, Director of War Aims Course, 146 Old Land Office 
Building, Vv^ashington, D. C, and also to their Regional Director 
of the Student Army Traning Corps, the name of the professor 
who will have charge of the course, or who will act as chairman of the 
group of men designated to conduct it, and to whom further suggestions 
may be sent. The professor so nominated is asked to send to the Regional 
Director at his earliest convenience a brief statement of the character 
and organization of the course which he is planning. In case institutions 
plan to set up some alternative to the course here outlined, it is especially 
important that the Regional Director have notice of this as early as 
possible in order that he may inspect it and determine whether or not 
it should be approved by the Committee as a substitute for this course. 

By order of the Committee, 

GRENVILLE CLARK, 

Lt.-Col. A. G. O., Secretary. 



C. e. 13. 
WAR DEPARTMENT 

COMMITTEE ON EDUCATION AND SPECIAL TRAINING 

Section of Training and Instruction Branch 
War Plans Division. General Staff 

Washington, Sept. 18, 1918. 
FROM: The Committee on Education and Special Training. 

TO: Professors in charge of course on the Issues of the War, 

S. A. T. C, Collegiate Section. 

SUBJECT: Suggestions for the Organization of the Course. 

NOTE: — This Memorandum supplements, but does not supersede 
Memorandum of September 10th. This Memorandum was at first num- 
bered EST. 1, but future copies of it will bear the number C. e. 12. 

The Committee on Education and Special Training will leave the 
colleges and universities free to organize the required course on the 
Issues of the War in such a way as to make the best use of their own 
facilities. The suggestions contained in this memorandum are made 
merely as suggestions. District Educational Directors (formerly called 
Regional Directors) will approve courses which cover effectively the 
ground outlined in the circular letter of September 10th (C. e. 12), 
whether or not such courses follow exactly the outlines here laid down. 
Detailed communications concerning the course should be addressed to 
the District Educational Directors. 

1. DISTRIBUTION OF TIME: Where the course on the Issues 
of the War is conducted with both lectures and sections for class dis- 
cussion, the normal distribution of time would be one lecture and two 
hours each week for discussion* in small sections. In certain cases two 
lectures a week may be given, but at least one recitation hour per 
week is essential and two such hours are advisable. The entire course 
may be given in small sections in a perfectly satisfactory manner. 

2. MODIFICATION FOR ENGINEERING SCHOOLS: The 

Committee has decided, since the Memorandum of September 10th (C. 
e. 12) was issued, to require that schools of engineering and chemistry 
shall give the course on the Issues of the War three class hours per 
week for only six months instead of nine. Such institutions may con- 
fine themselves to the material for the first and second terms as out- 
lined, but it would add to the value of the course to introduce, wherever 
possible, references to the political philosophy underlying the various 
governments and to the expression of national characteristics in litera- 
ture. With this modification the regulations quoted in the Memo- 
randum of September 10th (C. e. 12) will hold for engineering schools 
and all other institutions alike. (See also section 6 below.) 

3. SYLLABI : It is the policy of the Committee not to issue a hard 
and fast syllabus for this course. However, the Committee is sending 
to the professor in charge of the course in each institution a copy of 
Albert E. McKinley's "Collected Materials for the Study of the War," 
Philadelphia, McKinley Publishing Company, 1918, which contains 
Harding's "Study of the Great War" and Hoskin's "Syllabus for a 



Course of Study on the Preliminaries of the Present Conflict." Institu- 
tions wishing duplicate copies of this volume must order them from the 
publisher at their own expense. 

If Hoskin's "Preliminaries of the Present Conflict" is made the basis 
of the course, institutions will recognize that much must be omitted, 
especially at the beginning. Only so much of the early history should 
be included as is essential to the understanding of the later. In what- 
ever form the course is organized, the following topics should be 
discussed in the part devoted to history : 

(1) The Geography and Races of Europe with some particu- 
lar consideration of the failure of national boundaries, as 
drawn before 1914, to correspond with national feeling 
(as in France, Italy, Poland, Austria-Hungary, and the 
Balkans). 

(2) The mineral and agricultural resources of the various 
countries. 

(3) Their systems of transportation. 

(4) Their trade relations with others parts of the world. 

(5) The struggle for colonial expansion. 

(6) The origin of the Prussian State and the German Empire. 

(7) The development of popular government in Great Britain 
and the evolution of the British Empire. 

(8) Recent events such as the reform in the House of Lords, 
Irish Home Rule, Prussian Electoral Reform, and the 
status of Alsace-Lorraine in the German Empire. 

In general, the emphasis should be placed, in the historical part, on 
the events of the latter part of the 19th century and the opening of the 
20th. A few preliminary lectures on the part which each nation has 
played and is playing in the war at present will add to the interest and 
value of the course. 

Further suggestions for the organization of the material for the second 
and third terms will be sent out later by the Committee. 

4. TEXT BOOKS AND OTHER MATERIALS: To give the 
work continuity the systematic study of a text book for each term is 
recommended. Institutions will find it difficult to make library work 
fit into the military program. Particular text books will not be prescribed 
by the Committee, but the normal course will use a standard book on 
recent European History for the first term and a standard text book on 
Government for the second term. In engineering schools which are 
giving the course for only six months, it may be possible to find a single 
text b(5ok which will combine the two elements of History and Gov- 
ernment in a satisfactory manner. To this may be added such require- 
ments of outline maps, and so on, as individual institutions see fit to 
make. Student-soldiers will be required to buy their text books, out- 
line maps and other course materials in exactly the same manner as 
civilians. 

It is the plan of the Committee, during the next few months, to 
organize a collection of literary and philosophical materials for use in 
the course during the third term. It is hoped that this collection will 
be edited by private individuals and published by a commercial pub- 



lisher. The policy of the Committee in this respect is to encourage any 
private efforts to provide text material for this course, and to allow 
books so published to be chosen by the various institutions, without 
specifying any standard official book to be used in all cases. 

The use of outline maps will be valuable in connection with the study 
of the distribution of races, mineral deposits, systems of transportation, 
and so on. It should not be forgotten that geographical knowledge 
and ability to use maps will prove especially valuable to Army Officers. 

5. CLASS DISCUSSION: In general, two recitations a week should 
be devoted to the discussion of the material presented in the lectures 
and the text book. In these discussions there should be the fullest op- 
portunity for questions from the student. Instructors should remember 
that the aim of the course is not merely to impart knowledge, but also to 
bring this knowledge home to the mind of each individual in such a 
way as to make the Issues of the War a living reality to him. 

6. COMBINATION WITH ENGLISH COMPOSITION: Many 
institutions will desire to combine the course on the Issues of the War 
with English Composition and in engineering schools this combination 
is required. In engineering schools the combined War Issues Course 
and English Composition must be kept within the three hours per week 
prescribed as a minimum. In other institutions the combined course 
may be kept within these limits or may occupy four or five hours a 
weeks as desired. 

When the War Issues Course is combined with English Composition 
a text book on the fundamentals of English Composition and a dic- 
tionary may be prescribed in addition to the other books used in the 
course. When this combination is made there should not be more than 
one lecture per week, with one hour for class discussion, and one for the 
discussion of written work on the subject of the course, considered both 
for its form and its content. Professors in engineering schools should 
organize the material of the course according to the suggestions con- 
tained in this Memorandum and the one of September 10th (C. e. 12), 
adapting the material to fit into the limits of the time prescribed. They 
will recognize that the combined course will allow little time for formal 
instruction in Rhetoric. 

The discussion of written work from the point of view of its subject- 
matter as well as from that of its form will make this hour devoted 
to Composition work reinforce and drive home the points which are 
made in the course. The subject-matter of the course offers ample ma- 
terial for general discussions and for active differences of opinion. When 
a discussion has proved to be of vital interest it is an easy matter to 
get students to write on the topic discussed. They then have something 
to say, and are concerned that what they write shall be written 
effectively. 

On some occasions it may be worth while to organize the discussion 
formally by requiring a "committee report," prepared by two or three 
students, to be presented to the class meeting as a deliberative body with 
a student chairman and a student secretary. The treaty of Frankfort, 
for example, would serve well as a subject for such a report, and with 
the facts before them, the class would debate the kind of treaty which 



should be made at the end of the present war. Other topics suitable 
for such treatment will readily be found. 

In recitations it must not be forgotten that the student, as possible 
officer material, needs to learn to speak on his feet, not only with- 
out hesitation, but with clearness and vigor. He must enunciate dis- 
tinctly and pronounce his words correctly. These things must be in- 
sisted upon, whether he is answering a question put by the instructor, 
participating in a class discussion, or making an oral report or a short 
address. To accomplish this end for all students, small sections, 20 to 
30 in number, are desirable. 

When the War Issues Course is combined with English Composition 
the students should be required to hand in a written exercise at least once 
a week. The main forms in which he should be trained are correspon- 
dence and reports. It is best that the practice he receives in reports 
should be based on his reading and on the discussions. This will help 
him in class and prepare him directly for the reports which he will have 
to write as an officer. Correction of the common faults in para- 
graphing, sentence structure, and the use of words, comments upon the 
logical arrangement of material and upon the clearness and accuracy 
of expression, should be made effectively, without being allowed to 
occupy too large a proportion of the time. 

7. EXAMINATIONS: Institutions should conduct examinations 
in the course on the Issues of the War exactly as in their other courses. 
In general, it may be said that this course should be given with the 
same care and thoroughness as any other work of collegiate grade. 

8. RELATIONS TO WAR AIMS COURSE IN TRAINING DE- 
TACHMENTS : The course on the Issues of the War outlined for the 
collegiate section of the Student Army Training Corps is quite distinct 
from the briefer course which has been given during the summer and 
will continue through the winter in the National Army Training De- 
tachments. These Training Detachments will, hereafter, be alluded to 
as the Vocational or "B" Section of the Student Army Training Corps. 
While the same instructors may perfectly well give courses to both the 
Vocational and the Collegiate Section of the S. A. T. C, it will not 
be possible to give the same course to the two sections because of the 
widely varying conditions of time and the difference in the character 
and preparation of the two groups of men. 

9. ARMY PAPER WORK: Arrangements will be made by the 
Committee to give the student soldiers a certain amount of drill in Army 
Paper Work. This is quite distinct from English Composition here 
outlined and has no connection with the War Issues Course. The pro- 
vision for this work will be found in Memorandum C. a. 4, dated Sep- 
tember 13, section 11 A, under the heading "Military Law and Prac- 
tice." It will consist in practice in filling out Army Forms, making re- 
quisitions, and so on. The Army Paper Work will probably be taught 
by an Army Officer as a laboratory course at a time set apart for that 
purpose. 

COMMITTEE ON EDUCATION AND SPECIAL TRAINING 
By Frank Aydelotte, 

Director of War Aims Course. 



C.e.l7. 
Bibliog. No. 1. 

WAR DEPARTMENT 

COMMITTEE ON EDUCATION AND SPECIAL TRAINING 

STUDENTS ARMY TRAINING CORPS 
WAR ISSUES COURSE 

BIBLIOGRAPHY NUMBER ONE 

This bibliography is especially intended for use in connection with 
the collection of questions on the war which will be issued later by the Com- 
mittee. The books that are starred will be found of special value for other 
purposes as well. This list is in no sense complete; it should be considered 
as a supplement to Professor Butcher's longer bibliography contained in 
McKinley's Collected Materials for the Study of the War, and as preliminary 
to fuller bibliographies which will be issued later by the Committee. It 
has not been possible in all cases to quote current prices. Ordinary 
textbooks have not been included in this list, but the mention of a book 
here does not at all mean that the Committee would not sanction its use for 
such a purpose. Institutions are urged to make every effort to acquire as large 
a number of books on the war as possible for the use of the instructors in the 
War Issues Course. The problems of the course are new and college libraries 
which have not made special efforts to build up their collection in this field will 
be inadequate to the needs of the men who are giving the War Issues Course. 
This bibliography was prepared mainly by Prof. T. W. Riker, of the 
University of Texas, but a large number of other scholars, among whom are 
members of the National Board for Historical Service, have made useful 
criticisms and suggestions. 

Each instructor in the War Issues Course should have a copy of this 
bibliography as well as other circular letters and bulletins sent out from this 
office. In any case where the number of copies sent is not sufficient to supply 
all the instructors in an institution, the professor in charge of the War Issues 
Course should notify our office at once of the number of copies needed. 

COMMITTEE ON EDUCATION AND SPECIAL TRAINING, 

By Frank Aydelotte, 

Director of War Issues Course. 



BIBLIOGRAPHY 

Alexinsky, Gregor, Modern Russia. (Translated by B. Miall.) Scribner, 

N. Y. 1914. $3.75. 
Alden, p., Democratic England. Macmillan, N. Y. 19l8. 
Altschul, Charles^ The American Revolution in Our School Textbooks. 

Doran, N. Y. 1917. $1.00. 
Anonymous (a Frenchman), The Lie of August 3, 1914. Doran, N. Y. 

1918. $1.50. (Also in paper covers, Grosset, N. Y. 1917. $0.75.) 
* Anonymous (a German), I Accuse! (Translated by Alexander Gray.) 

Doran, N. Y. 1915. $1.50. 
Archer, William, Gems (?) of German Thought. Doubleday, Garden 

City. 1917. $1.25. (Paper edition also.) 
Bainville, Jacques, Italy and the War. (Translated by Bernard Miall.) 

Doran, N. Y. 1916. $1.00. 
Baring, Maurice, The Russian People. Doran, N. Y. 1916. $3.50. 
Barker, Ernest, Ireland in the Last Fifty Years. Oxford Univ. Press, 

N. Y. 1918. $0.60. 
Barker, J. Ellis, Modern Germany. Dutton, N. Y. 1915. $4.00. 
Beck, James M., The Evidence in the Case. Putnam, N. Y. 1915. $1.00. 
*Beer, G. L., The English-Speaking Peoples. Macmillan, N. Y. 1917 . $1.50. 
*Bernhardi, F. Von, Germany and the Next War. (Translated by Allen 

H. Powles.) Longmans, N. Y. 1914. $0.75. (Also in paper covers, 

$0.25.) 
*Bevan, E., The Method in the Madness. Longmans, N. Y. 1917. $1.60. 
*Bourdon, G., The German Enigma. (Translated.) Dutton, N. Y. 1914. 

$2.00. 
Bracq, J. C, The Provocation of France. Oxford Univ. Press, N. Y. 

1916. $1.25. 
Carnovale, L., Why Italy Entered into the Great War. Italian-American 

Pub. Co., Chicago. 1917. 
Cheradame, Andre, The Pan-German Plot Unmasked. Scribner, N. Y. 

1916. $1.25. 

Chevrillon, Andre, England and the War. Doubleday, Garden City. 

1917. $1.60. 

*Claes, Jules, The German Mole: A Study in the Art of Peaceful Pene- 
tration. Macmillan, N. Y. 1915. $1.00. 

Collier, Price, England and the English, From the American Point of 
View. Scribner, N. Y. 1911. $1.75. 

Committee ON Public Information. Washington, D. C. 1917-18. (The 
following are furnished free except as noted. They will be furnished in 
bulk only on order or authorization of the professor in charge of the 
War Issues Course in the institution.) 

How the War Came to America. General Statement of America's reasons for Entering 
the War. Appendix contains President Wilson's addresses of January 22, April 2 
and June 14, 1917. 



The President's Flag Day Address, with Evidence of Germany's Plans. 

♦Conquest and Kultur : Quotations from German Writers Revealing the Plans and Pur- 
poses of Pan-Germany. 

German War Practices: Part I — Treatment of Civilians. By Dana C. Munro and others. 

*War Cyclopedia : A Handbook for Ready Reference on the Great War. By F. L. 
Paxson, E. S. Ctjrwin, and S. B. Harding. (0.15 cents.) New and enlarged edi- 
tion in preparation. 

German Treatment of Conquered Territory: Part H of "German War Practices." By 
Dana C. Munro and others. 

War Labor and Peace : Some Recent Addresses and Writings of the President. Ameri- 
can Reply to the Pope ; Address to the American Federation of Labor ; Messages to 
Congress of December 4, 1917, January 8, and February 11, 1918. 

♦German Plots and Intrigues: Activities of the German System in the United States 
during the Period of Our Neutrality. By E. E. Sperry and W. M. West. 

The War Message and the Facts Behind It. 

The Government of Germany. By Charles D. Hazen. 

The Great War : From Spectator to Participant. By A. C. McLaughlin. 

American Interest in Popular Government Abroad. By E. B. Greene. 

*The German War Code. By G. W. Scott and J. W. Garner. 

American and Allied Ideals. By Stuart P. Sherman. 

German Militarism and Its German Critics. By Charles Altschul. 

Why America Fights Germany. By John S. P. Tatlock. 

*The Study of the Great War : A topical outline with extensive quotations and reading 
references. By Samuel B. Harding. (5 cents.) 

CuRTiN, D. T., The Land of Deepening Shadow. Doran, N. Y. $1.50. 
*Davis, William S., et al. The Roots of the War. Century, N. Y. 1918. 

$1.50. 
Dawson, William H., The Evolution of Modern Germany. Scribner, N. Y. 

$1.75. 
, German Life in Town and Country. Putnam, N. Y. . 1901. 

$2.25. 

, Problems of the Peace. Scribner, N. Y. 1918. $3.00. 

* , What Is Wrong With Germany? Longmans, N. Y. 1915. $1.00. 



Dewey, John, German Philosophy and Politics. Holt, N. Y. 1915. $1.25. 
Dillon, E. J. The Eclipse of Russia. Doran, N. Y. 1918. $4.00. 
Duchesne, A. E., Democracy and Empire : The Present Condition and Future 

Problems of the British Empire. Oxford Univ. Press, N. Y. 1917. 

$1.00. 
Dunning, William A., The British Empire and the United States. Scrib- 
ner, N. Y. 1914. $2.00. 
Egerton, Hugh E., The Origin and Growth of the English Colonies and 

Their System of Government. Oxford Univ. Press, N. Y. 1918. 

$2.25. 
Fairgrieve, James, Geography and World Power. Dutton, N. Y. 1917. 

$1.50. 
Ferrero, G. Europe's Fateful Hour. Dodd, N. Y. 1918. $2.00. 
Garlanda, Federico, The New Italy. Putnam, N. Y. 1911. $1.50. 
*Gauss, Christian, Why We Went Into the War. Scribner, 1918. $1.25. 
Gayda, v.. Modem Austria: Its Racial and Social Problems. Dodd, N. Y. 

1915. $3.50. 
George, William L., France in the Twentieth Century. Lane, N. Y. 

1908. $1.75. 
Gerard, J. W., Face to Face With Kaiserism. Doran, N. Y. 1918. $2.00. 
, My Four Years in Germany. Doran, N. Y. 1917. $2.00. 



GiORDANi, P., The German Colonial Empire, Its Beginning and Ending. 

G. Bell & Sons, London. 1916. 2s. 6d. 
GoocH, G. P., and Masterman, J. H. B., A Century of British Foreign 

Policy. G. Allen & Unwin, London. 1917. 2s. 6d. 
♦Gray, H. L., War Time Control of Industries. Macmillan, N. Y. 1918. 

$1.75. 
GuERARD, A. L., French Civilization in the Nineteenth Century. Century, 

N. Y. 1914. $3.00. 
GuLiCK, S. L., The American-Japanese Problems. Scribner, N. Y. 1914. 

$1.75. 
GuYOT, Yves, The Causes and Consequences of the War. (Translated by 

F. Appleby Holt.) Brentano, N. Y. 1916. $3.00. 
Harrison, Frederic, The German Peril. T. Fisher Unwin, London. 1915. 

5s. 
Hazen, C. D., Alsace-Lorraine Under German Rule. Holt, N. Y. 1917. 

$1.30. 
HoBSON, J. A., Imperialism. Pott, N. Y. 1902. $2.75. 
HoRNBECK, Stanley K., Contemporary Politics in the Far East. Appleton, 

N. Y. 1916. $3.00. 
Howard, B. E., The German Empire. Macmillan, N. Y. 1906. $2.00. 
Hunter, Sir W. W., A Brief History of the Indian Peoples (24th edition). 

Oxford Univ. Press, N. Y. 1907. $1.15. 
Jerrold, Laurence, France, Her People and Her Spirit. Bobbs, Merrill, 

Indianapolis. 1916. $3.00. 
*JoHNSON, Douglas W., Topography and Strategy in the War. Holt, N. Y. 

$1.75. 
Judson, Harry Pratt, The Threat of German World-Politics. Univ. of 

Chicago Press, Chicago. 1918. 5 cents. 
Kahn, Otto H., Right Above Race. Century, N. Y. 1918. $0.75. 
Keith, A. B., Imperial Unity and the Dominions. Oxford Univ. Press, 

N. Y. 1915. $5.00. 
Kellogg, Vernon, Headquarters Nights. Atlantic Monthly Press. 1915. 
Laffan, R. G. D., The Guardians of the Gate. Oxford Univ. Press, N. Y. 

1918. $2.25. 
Larson, Laurence M., Responsibility for the War. University of Illinois, 

Urbana, 111. (Price 25 cents.) 
Lavell, C. F., 2d, and Payne, C. E., Imperial England. Macmillan, N. Y. 

1918. $2.00. 
Lewin, p. E., The German Road to the East. Doran, N. Y. 1917. $2.50. 
, The Germans and Africa : Their Aims on the Dark Continent. 

Stokes, N. Y. 1915. $3.60. 
*Lichnowsky, Prince Karl, My London Mission, 1912-14. Translated by 

Munroe Smith, in International Conciliation. (Subscription, 25 cents a 

year.) No. 127. N. Y. 1918. 
LiCHTENBERGER, Henri, Germany and Its Evolution in Modern Times. 

(Translated.) Holt, N. Y. 1913. $2.50. 



* 



Lowell, A. L., Governments and Parties in Continental Europe. Harvard 

Univ. Press, Cambridge. 2 vols. $5.00. 
♦Marriott, J. A. R., The Eastern Question. Oxford Univ. Press N Y 

1917. $5.50. 

and Robertson, C. G., The Evolution of Prussia. Oxford Univ 

Press, N. Y. 1915. $1.75. 
Millard, T. F. F., Our Eastern Question. Century, N. Y. 1916. $3.00. 
MuEHLON, W., The Vandal of Europe: Revelations of an ex-Director of 

Krupps. (Trans, by W. L. McPherson.) Putnam, N. Y. 1918. $1.50. 
* , Memorandum on the Origin of the War. To be published 

by International Conciliation, N. Y. 
MuiR, Ramsay, The Expansion of Europe. Houghton, Boston 1917 

$2.00. 

, Nationalism and Internationalism. Houghton Boston 1917 

$1.25. 

* , National Self -Government: Its Growth and Principles Holt 

N. Y. 1918. $3.00. 
*[Myers, Denys p.]. The Background of the War: History and Texts. 

World Peace Foundation, Boston. (25 cents a year.) 

*New York Times, Current History: The European War. 8 vols. Times 
Publishing Co., N. Y. 

Ogg, Frederick Austin, The Economic Development of Modern Europe 

Macmillan, N. Y. 1917. $2.50. 

* . The Governments of Europe. Macmillan, N. Y. 1913. $3.00. 

Orvis, J. S., A Brief History of Poland. Houghton, Boston. 1916. $1.50. 
The Oxford Faculty of Modern History, Why We Are at War. Oxford 

Univ. Press. 1914. $1.00. 
Paxson, Frederick L., The New Nation (third volume in Riverside History 

of the United States). Houghton, Boston. 1915. $1.25. 
Pears, Sir Edwin, Turkey and Its People. Doran, N. Y. 1912. $3.50. 
Reade, Arthur, Finland and the Finns. Dodd, N. Y. 1915. $2.00. 
♦Robertson, C. G., and Bartholomew, J. G., A Historical Atlas of Modern 

Europe from 1789 to 1914. Oxford Univ. Press, N. Y. 1915. $1.50. 
Robinson, E. E., and West, V. J., The Foreign Policy of Woodrow Wilson, 

1913-1917. Macmillan, N. Y. 1917. $1.75. 
♦Rogers, Lindsay, America's Case Against Germany. Dutton N Y 1917 

$1.50. 

♦Sarolea, C, The Anglo-German Problem. Putnam, N. Y. (2d edition ) 

1915. $1.25. 
Schmitt, Bernadotte E., England and Germany, 1740-1914. Princeton 

Univ. Press, Princeton. 1916. $2.00. 
♦Scott, James B., A Survey of International Relations Between the United 

States and Germany, August 1, 1914, to April 6, 1917. Oxford Univ. 

Press, N. Y. 



Seton-Watson, R. W. (Scotus, Viator, pseud.), German, Slav, and Mag- 
yar. Williams & Norgate, London. 1916. 2s. 6d. 

, The Rise of Nationality in the Balkans. Constable, London. 

1916. 10s. 6d. 

* , et al, The War and Democracy. Macmillan, N. Y. 1915. $0.80. 



*Seymour, Chas., The Diplomatic Background of the War, 1870-1914. Yale 

Univ. Press, New Haven. 1916. $2.00. 
SiMONDS, Frank H., History of the World War. Doubleday, Garden City. 

1917. 2 vols. (Also Review of Reviews Company.) 
*Slater, Gilbert^ The Making of Modern England. Macmillan, N. Y. 1915. 
Smith, Thomas F. A., The Soul of Germany. Doran, N. Y. 1915. $1.25 

(also in paper cover. Grosset, N. Y. 1918. $0.75). 
SousA, Count Charles De, and Macfall, Major Haldane, Germany in 

Defeat. Dutton, N. Y. 3 vols. $7.50. 
*Stoddard, L., and Frank, G., Stakes of the War. Century, N. Y. 1918. 

$2.50. 
Tardieu, Andre P. G. A., France and the Alliances. Macmillan, N. Y. 

1908. (Out of print.) 
Thayer, William Roscoe, Collapse of the Superman. Houghton. 1918. 

$0.60. 
Wetterle, ^mile. Behind the Scenes in the Reichstag. (Trans, by Frederic 

Lees.) Doran, N. Y. 1918. $2.00. 
Wilson, Woodrow. The following are fairly complete collections of his 

speeches : 

In Our First Year of War. Harper, N. Y. 1918. $1.00. 

President Wilson's Great Speeches and Other History-Making Documents. Stanton 

& VanVliet Co., Chicago. 1918. 
President Wilson's State Papers and Addresses. Doran, N. Y. 1918. $2.00. 
*Americanization: Speeches of Woodrow Wilson. (Oliver Marble Cole.) Baldwin 

Syndicate. Chicago. 15 cents. 
The following are briefer collections, some including other materials (see also 

Committee on Public Information) : 
War Addresses of Woodrow Wilson. (A. R. Leonard) Ginn, Boston. 1918. 
Democracy Today. (C. Gauss) Scott, Chicago. 1917. 30 cents. 
The Forum of Democracy. (D. E. Watkins and R. E. Williams) Allyn, Boston. 1917. 

* Wisconsin, University of, War Book: Papers on the Causes and Issues 

of the War. Madison, Wis. 1918. 25 cents. 
Zimmerman, The German Empire in Central Africa. Longmans, London. 

Is. 6d. 



C. e. 21 



Committee on education and special training 

students army training corps 
war issues course 



Questions on the Issues 
of the War 



INTRODUCTION 

THE QUESTIONS contained in this pamphlet are a product of the 
War Aims Course which was given in the National Army Training 
Detachments (now Section B of the Students Army Training Corps) 
during the summer. The soldiers in the various detachments were asked 
to write out the questions about the w^ar which most puzzled them. In 
order to encourage them to be perfectly frank their instructors asked 
them not to sign the papers. The most significant of the many thou- 
sands of questions thus produced were sent by the instructors to the 
Committee and from these were selected the questions which appear in 
this pamphlet. Over three-fourths of the questions are printed verbatim. 
About one-fourth were altered so as to combine a number of questions 
on the same topic into one and thus save repetition of the same references 
for question after question. 

Three methods for treating the questions suggested themselves : the 
first was to print a very large number without any references or infor- 
mation as to the answers ; the second was to write out brief answers to 
the questions selected; the third plan, here adopted, was to print the 
questions with references to the information which would answer them. 
If the questions had been intended for the sole use of men who are mak- 
ing a special study of the war and who are perfectly familiar with its 
growing and elusive bibliography, the first plan would undoubtedly have 
been the best. If the pamphlet had been intended for the use of students. 



the second plan would probably have been preferable, but for the pur- 
poses of instructors who, in many cases, will find it necessary to build up 
the collections in their college and university libraries, the arguments 
seemed all in favor of the plan here chosen. 

The plan of the Committee in all the courses which have been given 
on the issues of the war has been to urge instructors to give careful 
heed to the difhculties in the minds of the students. The greatest em- 
phasis has been laid on opportunities for discussion in class and for in- 
dividual questions. It is on this account that the Committee attaches 
special importance to such series of problems as the one here presented. 
No class will ask all these questions and it will hardly be possible for 
any lecturer to discuss them all, but the man who has made a special 
study of them will have an accurate idea of the types of difficulties which 
present themselves to his students and should be able to make his in- 
struction better on that account. 

In sifting out the questions and arranging them in this form, a great 
deal of their human interest has disappeared. The man whose privilege 
it is to discuss these topics intimately with young soldiers who are going 
off to fight will find their minds bristling with every kind of question. 
For the moment the war has heated history and philosophy and eco- 
nomics and geography to incandescence by the irresistible current of 
the great purpose of America and the Allies. Fully to understand this 
purpose, to trace the issues of this war to their roots in the events and 
the systems of thought of the past is in itself a liberal education and the 
study of these issues by a man who expects to carry his convictions into 
action will produce the effect which liberal knowledge always produces 

to train the mind and to ennoble the character. 

The task of editing these questions has been performed by a large 
number of scholars in collaboration. The grfeater part of the work has 
been performed by members of the National Board for Historical 
Service, who have been untiring in their efforts to provide historical 
materials for the War Issues Course. 

COMMITTEE ON EDUCATION AND SPECIAL TRAINING, 

By FRANK AYDELOTTE, 

Director of War Issues Course. 



C.e.22. 
WAR DEPARTMENT 

COMMITTEE ON EDUCATION AND SPECIAL TRAINING 

Section of Training and Instruction Branch 

War Plans Division General Staff 

Old Land Office Building. 8th and F Streets 

WASHINGTON 

November 8, 1918. 

FROM : Committee on Education and Special Training. 

TO: Institutions where Units of the Students Army Training Corps 

are located and Chairmen of the War Issues Course groups. 
SUBJECT : Maps for the War Issues Course and for other courses in which 

the Geographical Problems of the War and the Peace which is 

to follow have a part. 

During the past year the American Geographical Society of New York- 
has been preparing a series of base maps for the United States Government. 
The building of the Society has been the headquarters of the "Inquiry," an 
organization engaged in a study of world conditions, and especially Euro- 
pean conditions, that bear upon the problems of the coming peace conference. 
Probably never before in the history of the United States has there been 
gathered together so large an organization of scholars for a national pur- 
pose. A large force of draftsmen and cartographers has been engaged on 
this task for over a year. The maps which have been prepared are not 
cheap and hasty productions, but carefully drawn compilations from the 
latest and best sources. 

1. GENERAL DESCRIPTION OF THE MAPS; THEIR USEFUL- 
NESS : The Committee on Education and Special Training has been fortu- 
nate enough to secure the generous co-operation of the American Geograph- 
ical vSociety in making available for use in the War Issues Course this 
unique series of maps and block diagrams of the problem areas of the world. 
The maps, many of which are wall-size, make in all about sixty sheets. All of 
the maps are on a large scale and all have been re-engraved in a series of 
small maps which may be ordered by the hundred or the thousand as desired 
for the direct use of the students. With the large base map before the class 
and the small maps in the hands of the students, there will be sound instruc- 
tion in geographical problems. Upon the base maps lines may be drawn 
and colors laid to show distributions of every sort. If it is desired to show 
a battle line, a new state, an ethnic boundary, a rectified frontier, in short 
any fact which a map may display, there is a base map at hand for the pur- 
pose. No available commercial maps have the qualities which these maps 



exhibit and which make them so readily serviceable for the work of the 
colleges. 

2. PRICE OF MAPS; OPPORTUNITY FOR EXAMINATION: 

The maps will be sold in complete sets at the nominal price of twelve dol- 
lars ($12.00), carriage prepaid (which price merely covers the cost of manu- 
facture). The prompt possession of these maps is so important to the War 
Issues Course that the Committee on Education and Special Training has 
directed the American Geographical Society to send a set on approval to 
each institution maintaining a unit of the S. A. T. C. Institutions should 
either return the set within a fezv days or remit the sum of twelve dollars 
{$12.00) to the American Geographical Society, Broadzvay and 156th Street, 
New York City. As many additional sets as are wanted may be ordered direct 
from the same address. It is hoped that the larger institutions will order 
several additional sets, for the Committee believes these maps to be essential 
to the proper conduct of the War Issues Course and of other "war courses" in 
history, economics and government. Moreover, it is believed that the maps 
will promote instruction in the objects and terms of peace, in reconstruction 
to follow the war, and in world problems of eveiy variety in which the United 
States will inevitably be involved in future years. 

3. USE OF FUNDS: With the funds received from the sale of these 
maps other maps will be drafted and engraved and thus the series kept almost 
up to the m.inute. In this way, every college in the country may carry on a 
connected series of map studies and put geography instruction on a higli 
scientific plane. 

4. WIDE DISTRIBUTION OF MAPS DESIRED : It is also proposed 
to supply the series to newspapers and periodicals, and to agencies of every 
sort for the diffusion of knowledge. A new educational door has been 
opened. Public interest in maps and geography, which the war has largely 
increased, should be maintained by every educational agency. Every citizen 
should follow the principles and the details of the settlement of the war 
intelligently. For most persons the map language is a new language. In 
the past four years of war the public has learned to read and understand 
maps. The present series is a first step in popular education in national and 
international ideas and plans through the language of the map. 

5. DESCRIPTIVE MATTER: Later in the year the Committee will 
follow up the maps with descriptive matter which will enable each instructor 
to modify the base maps now supplied with fresh and timely material. The 
maps should be regarded as a first step in a series of geographical publica- 
tions which will be carried out through the co-operation of the Committee 
and the American Geographical Society. 



6. CORRESPONDENCE REGARDING MAPS: All correspondence 
about the maps listed and described below should be addressed to Dr. Isaiah 
Bozvnian, Director of the American Geographical Society, Broadzvay and 
136th Street, New York City. 

COMMITTEE ON EDUCATION AND SPECIAL TRAINING, 

By Frank Aydelotte, 
Director of War Issues Course. 



DETAILED DESCRIPTION 
EUROPE. 

Scale: 1:3,000,000. 
Size: 61x73 inches. 
A general map of Europe, showing relief generalized from the best available sources 
and represented by hachures. 

This map is also printed in sections on the same scale in sheets 1 5x25 inches, as 
follows: 

Austria-Hungary— 6° _ 30' E, 41° — 52° N. 
Balkans— 1 r — 34° E, 32° — 46° N. 
Caucasus — 32° — 54° E, 37° — 47° N. 
France— 10° W — 15° E. 42° — 52° N. 
Germany— 2° W — 24° E, 46° — 56° N. 
Italy— 0° — 23° E, 36° — 47° N. 
Turkey— 26° — 48° E, 32° — 42° N. 
• Western Russia— 16° — 44° E, 44° — 70° N. 

ALSACE. 

Scale: 1: 250,000. 

Size: 24x38 inches (5°25' — 8°40' E, 47°20' — 48°40' N). 



LORRAINE. 

Scale: 1:250.000. 
Size: 24x38 inches. 
These two maps are so arranged that they can be joined, thus securing a detailed 
map of the whole region. 

ADRIATIC. 

Scale: 1:500,000. 

Size: 11/2x15 inches (10° — 23° E. 39° — 47° N). 
Especially useful in the study of the relations between Italy and the Jugo-Slavs, Italy 
and Albania, etc. 



TYROL. 

Scale: 1:500,000. 

Size: 20!/2x27 inches (9°30' — I3°45' E, 45°30' — 48° N). 
This map covers Italy's aspirations to the north. The names of places menlioned in 
the negotiations with Austria preceding Italy's entrance into the war are included, which 
permits the student to follow the various claims and offers in detail. 

AUSTRIA-HUNGARY. 

Scale: 1:2,500,000. 

Size: 15x25 inches (9° — 30° E, 42° — 51° N). 
A convenient map for the study of Austro-Hungarian problems. Administrative 
divisions are shown in most of the disputed regions. 

AUSTRIA-HUNGARY. 

Scale: 1: 1,000,000. 

Size: 42x67 inches, in two sheets (10° — 30° E, 42° — 51° N). 
This map is especially suitable for classroom purposes on account of its large size. 

BALKANS. 

Scale: 1:3.000,000. 

Size: 16x1914 inches (13° — 30° E, 36° — 46°30' N). 
An excellent base for the study of Balkan problems, and especially for ethhogtajjKy 
and zones of civilization. 

BALKANS. 

Scale: 1:200,000. 

Size: 24x29 inches (13° — 30° E, 36° — 46°30' N). 
The same map as the above, but on a larger scale. 

BALKANS. 

Scale: I: 1,000.000. 

Size: 46x64 inches, in two sheets (13° — 30° E, 35° — 47° N). 
Another enlargement of the I : 3.000,000 mentioned above, suitable for the classroom. 
It should be noted that these maps extend as far north as Trieste. Railroads are not 
shown. 

BALKANS. 

Scale: 1:2,500,000. 

Size: 14x18 inches (19° — 29° E, 36° — 46° N). 
This map covers the Balkan peninsula proper. 

RUMANIA. 

Scale: 1: 1,000,000. 

Size: 23x38 inches (19°30' — 3 1° E, 43°30' — 49° N). 
A map for the study of Rumanian problems, including the Rumanian districts of 
Hungary. 

RUSSIA. 

Scale: 1:3.000.000. 

Size: 39x51 inches, in two sheets (20° — 65° E. 37° — 60° N). 
This map includes the whole of Russia in Europe, and is of a size convenient for 
class use. 



RUSSIAN EMPIRE. 

Scale: 1:14,000.000. 
Size: 14!/2x23!/2 inches. 
This map covers the whole of the Russian Empire, and shows the relief and railroads. 

BALTIC BASIN. 

Scale: 1:3,700,000. 

Size: 21x22 inches (5° — 37° E, 53° — 71° N). 
Covers the Scandinavian problem area. 

BALTIC PROVINCES. 

Scale: 1: 1,000,000. 

Size: 25x37 inches 20° — 30° E. 52° — 60°30' N). 
An excellent map for the detailed study of Lettland, Esthonia, Lithuania, etc. 

POLAND AND LITHUANIA. 

Scale: 1:4,000,000. 

Size: \\y2x\5 inches (15° — 32° E, 47° — 60° N). 
This small map includes Poland and the Baltic Provinces. 

POLAND. 

Scale: I: 1.000,000. 

Size: 30x31 inches (15° — 26° E, 48° — 55° N). 
This map covers the entire Polish aYea, including Prussian and Austrian Poland. 

CAUCASUS. 

Scale: 1:2,500.000. 

Size: l6!/2x20 inches (36° — 50° E, 38° — 47° N). 
Shows the governments, railroads, principal towns, etc. 

CAUCASUS. 

Scale: I: 1,000,000. 

Size: 46x42 inches, in two sheets (37° — 50° E, 38° — 47° N). 
A large map for the study of the zone of mixed populations between the Black and 
Caspian Seals. 

BLOCK DIAGRAMS OF EUROPEAN PROBLEM AREAS. 

These block diagrams spread out the country before one as it might be seen from an 
airplane. They are indispensable accessories to a real understanding of many of the 
issues involved. The following can be furnished: 
Albania — 10x18 inches. 

The Balkans — this large block diagram, in four sections, covers th« whole penin- 
sula from Trieste to the Dardanelles. 
Lorraine — in tvsro sheets, 32x60 inches. 
Trentino — 27x31 inches. 

Trieste — in two sheets, 36x54 inches. This diagram includes Istria and the 
Isonzo front. 

ASIA. 

Scale: 1: 10,000,000. 
Size: 35x44 inches. 
The map covers the v\^hole continent, and shows political divisions: visions of principal 
railroads. 



DANUBE TO INDIA. 

Scale: 1:6,000,000. 

Size: 20x33 inches (23° — 75° E. 22° — 47° N). 
Includes Turkey, Persia, Afghanistan, the Caucasus, Egypt, parts of Arabia, India, etc. 

WESTERN ASIA. 

Scale: 1:9,000,000. 

Size: 15x25 inches (25° — 80° E, 13° — 42° N). 
Includes Turkey, Arabia, Egypt, Persia, Afghanistan, and parts of Russian and Chinese 
Turkestan and India. 

ANATOLIA AND ARMENIA. 

Scale: 1:2,000,000. 

Size: 20x36 inches (26° — 47° E, 34° — 42° N). 
Includes Turkey in Europe. Shows administrative divisions and railroads. 

SYRIA. 

Scale: 1:500,000. 

Size: 34x46 inches (33°30' — 39°30' E, 33° — 37° N). Two sheets. 

PALESTINE. 

Scale: 1:500,000. 

Size: 34x46 inches (33°30' — 39°30' E, 29° 30' — 33° 15' N). Two sheets. 
These maps show the region in great detail, and are so arranged that they can be 
pieced together to make one large map. 

SIBERIA. 

Scale: 1:5,000.000. 
Size: 50x63, in two sheets. 
Suitable for classroom use. 

AFRICA. 

Scale: 1:5,000.000. 
In four sheets, as follow^s: 

Northwest Africa— 3 1^2x35 !/i inches (28° W — 15° E. 5° — 39° N). 
Northeast Africa — 31x41 inches (9° E — 56° E, 5° — 39° N). 
Central Africa— 28x47 inches (2° — 54° E, 15° S — 14° N). 
South Africa — 241/2x42 inches (8° — 58° E, 36° — 9° S). 
These sections when pieced together make an excellent classroom map of Africa. 

AFRICA. 

Scale: 1:26.500,000. 

Size: 111/2x12/2 inches ( 1 7° W — 53° E, 36° S — 39° N). 
Small general outline map of the continent. 

CENTRAL AFRICA. 

Scale: 1:9,000.000. 

Size: 15x25 inches (2° — 52° E. 15° S — 13° N). 
Covers the Congo and Niger River systems, German East Africa, etc. 






WAR DEPARTMENT 

COMMITT^ZE ON EDUCATION AND SPECIAL TRAINING 

Section of Training and Instruction Branch 

War Plans Division. General Staff 
Old Land Office Builoinc. Bth and F Strkkts 



WASHINGTON,, „^ ,«,^ 

Nov. 30, 1918. 

FP.OH: Corrr.itteo on Education and Special Trciining. 

TC: Instructors in --^'ar Issues Couroe. 

SUEJFGT; Facilities for future cvurses on problems of the 

War, the Peace Conference, and Reconstruction* 

Information received by the Cor,nittec indicates that aftv^r the de- 
mobilization of the S-A»T»C» variou-;: institutions v/ill continue to give cour- 
ses of the same gt,ncral character as the V'ar Issues Couisc, d^ aline v/itk th^ "'ar 
the Peace Conference, and problems of Reconstruction. Th. purpose of this 
bulletin is to provide a convenient record and reference list of facilities 
which exist for the provision of r:at^ rials for such courses* The rest irpcrt- 
ant source of material must always rcm.ain the initiative of comjr.orcial pub- 
lishers, authors, and editors. A numibi-r of volumes especially prepared for the 
War Issues Course will scon b^ placed on the market. Put in addition to m.at«r- 
ial provided in this way, it secm.s im.portant to call attention to supplemen- 
tary matter which-::-is available outside of the ordinary comr.'orcial cours^?. 

1. PLAF: Had tho S.A.T.E. continued, it v/as the intention of the 
Com.mitte» to ask that the second term of the V/ar Issues Course be based upon 
^ome standard text on Government as originally planned, but th.-\t it include 
some discussion of the problemiS of the Peace Conference and of the form, it ion 

of a League of Nations t The Com:miittee then intended to alter the course in 

the third term so as to place the emiphasis prirrarily on problems of recorstruct- 

ior:* The materials now being organized v;ill be adapted to- plans of this char- 
acter < 

2. NATIONAL BOARD FOR HlffORICAL SERVICE: The rational Board for 
Historical Service, which has already done useful work in collecting ahd ar- 
ranging m.aterials for the V/ar Issues Course, will continue its activities in 
this direction. Institutions v/hich v/ish to do so may m.ake use of this body 
as a clearing house of ideas. This Board v/ill be glad to receive surcesticns 
from m.<.n v/ho r^re giving courses on the v/ar as to materials needed, and it ex- 
pects, in turn to stimulate various individuals to undertake pamphlets, bibliogr-. 
phies and -syllabi, v/hich in its judgment v/culd be useful to institutions giv- 
ing courses of this general character. Co^responden^e on this subject should 
be addressed to Vice-Chairm.an, Dr. Joseph Schafcr, V/oodward Building, V.'ash- 
ington, D.C. 

3. WORLD PEACE FCU!''DATION: A series of pam.phlets planned by t};. 
V/orld Peace Fuondation, 40 Kt . Vernon Street, Boston, Ituss., v.-ill be cirried 
forv/ard regardless of the future of the S.A«T.C, The first of these pamp!,- 
lets, "German Attempts to Divide Belgium" by Professor Pecker of Cornell Uni- 
versity, is novi/ 

LS505 



rcadj-i Other pa.r.phl£t3 nor; cV."ilablc fro;/, tho p-ablic=.tic!j list cf the 
Peace Foundation arc, "The i^Xinroo loctrinc after the V7ar" by Gcorgo 
CTrafton "11 son, "V/hat -Ve Aro Figrtirg For" by President "'ilcon, 
Ex-president Taft, and President Lov;sll of Harvard University, "^l^.r 
Aims of Belligerents as elicited by Eusaia's Attenvpts to Secure a 
General Peace", "The Backcround of the r/::,r" , A Historical Light on 
the League to Enforce Peace" . Lists of other parphlets available 
c.rA forth coring villi be issued by the '"'orld Pc?xc Foundation froir. 
tiree to tir.'.e, A bibliograpl:X7 o^ prcbler.s of the Peace and of Re- 
construction is nov: being prepared by the Nr.tionr.l Board for Histor- 
ical Service and v.lll soon be issued by the V7orld Peace Foundation, 
In addition to the above, bulletins C.c, 17, "Bibliography' I'o . 1", 
and C.s. 21,"Questic)Eis on the Issues of the T?.r" , -vhich have been 
sent cut by the Corr/dttce on Education and Special Trrdning, rray be 
obtained iror. the Torld Pe3.ce Foundation -.s long as the supply lasts, 

4. PUBLICATIONS OF THE COL^ITTEE ON PUBLIC INFOEIvMION: 
The dcuestic activities cf the Gorrittee en Public Inforration have 
ceased, and the reralning stock of their publications has been turn- 
ed over to the Coral ttee on Education and Special Training, These 
public?.tions 'vill be distributed for the CoriTlttce by the Vforld Peace 
Fo-ondation and ra.y be obtained by the colleges, as long as the sup- 
ply lasts, \7ith no charge except for carri6.ge, A list of the publi- 
cations available vlll be sent out by the "'crid Peace Foundation 

as soon as the paqphlets are- rsOvjiv^d i 

5, C/u^NEGIE ENDOVftENT FOR INTEHIATIONAL PEACE: The Ccr- 
r.ltteo has recently sent to the Chairnv-.n of the VJc.r Issues Course in 
0:-ch institution parnphlets numbered 5 to 20 in the International Lav.- 
Series of the Carnegie Endovrcient , Additionr.l copies of these and ether 
publications of the Endowr.ent r^.y be obtained fron the Sccret..ry, 3 
JachsonPle.ee, Uashing:ton, D, C, 

6, /J.IERIC/JT ASSOCIATION FOR INTERILVTIONAL CONCILIATICIT: 
Various publications of this Association have already been sent to In- 
structors in the War issues Course* Additional copies iray be obtained 
fror.; the Socr^tary of the Association, Sub-station 84, New York City. 

7. OTHER AGENCIES: Other raterials val-aable for eo^oreee o: 
this nature r^y be obtained, frcLi the League to Enforce Peace, 150 ^. 
42nd Street, Ne-.v Yoric City, and from the National Security League, 

19 . 44th Street, New York, Both organizations will be glad to cn-ce- 
erate -vith educational institutions in furnishing inforri;a.tion ccr.ccrn- 
ir,q their v;ork and publications which r:a,y be advantageously used by 
cla3-~ee , Professor Albert Bushnell Plart is r.o-v engaged in preparing a 
nandbcok of rraterials on the war especially chosen for use in seconi- 
ar^rschcols . This hiar:dbook vlll be printed by the National Ssc-ority 
League as soon as ready. 
1-S 505 



-:5- cc-24 

8. r.ETHO:D CF 03T;.IH:iCr TJi5.3E HATEHI/XS: l.-'cu'Ders of the 
Frxultics of th3 various 00116^2'^ Jina Uni^-cnitr.cs v;ho arc interested in 
o"bts.inirr; such u-aterials as are issued should apply directly to the var- 
ious or^'anizations r.icntioned, I'a;:in.:^ a request Tor the n-jitcrials in'^'olvcs 
no o'olij:ations "/liatcver a3 to their usc« 

9. A:IERIC.'\IJ HISTOPJC/X ASSOCIATION: The /oiiGrican Histor- 
ical Associa.tion vail devote one session of its national rao.'.tin^ at Clove- 
land durin:; the Christrras Holidays to a conference on the ""'ar Issues Coiarse 
with special attention to plans for voluntary courses of this nature, Tl:is 

s CSC ion wall he held at 2:50 Friday- afternoon, December 27th, at the Hotel 
nollcnden, Cleveland, Ohio « The An.erican Historical Asf^ociation • -ill tc 
to \7elcor.,e at this r.ieetin£ ar^ persons interested in the subject vhether or 
net they are ueirhers of the Association, 

10. SUGGESTIONS: The Sccreti^ry of the "/orld Peace Foun- 
dation, 40 Ivlt. Vernon Street, Boston, ::ass., or the Chairman of the Nation- 
al Board for Historical Service, "^ccd-.vard Buildirx;, 'T.'ashin^ton, D.C, , 
would "be ^lad to receive sug^'estions fron any source as to r^aterials needed 
"by the colleges in conducting such courses as t"-.ey choose to give on the -^ar, 
the Peace Coriierence, and the prchle-.v.s of RccoriStruction. The result of such 
suggestions vill be to put into circulation the best ideas on these subjects 
and to preserve soue eleruent of co-operation between the institutions at- 
tcirptin;: to n'leet the need of the country for instruction concerning the 
great natioral and inter rati orjil problen^s which confront our democracy as a 
result of o"ar particiDaticn in the 'var. 



Conj.dttee on Education and Special Tr:-.irJ.ng, 



By FRANK AYTELOTTE, 

director of the ^Var Issues Course, 



I'S 505 



V 



LIBRARY OF 



CONGRESS i 



P 020 914 326 4 



